Whiteness, white privilege, and three first-year composition guides to writing. Nicholas Neiman Behm

ISBN: 9780549452669

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NOOKstudy eTextbook

327 pages


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Whiteness, white privilege, and three first-year composition guides to writing.  by  Nicholas Neiman Behm

Whiteness, white privilege, and three first-year composition guides to writing. by Nicholas Neiman Behm
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, talking book, mp3, RTF | 327 pages | ISBN: 9780549452669 | 3.41 Mb

Recent scholarship has demonstrated that race, and how it intersects with gender, class, and sexual orientation, needs more critical examination. In composition studies, race is often appropriated as a category to distinguish cultural groups inMoreRecent scholarship has demonstrated that race, and how it intersects with gender, class, and sexual orientation, needs more critical examination.

In composition studies, race is often appropriated as a category to distinguish cultural groups in research studies- however, the relationship of race to the composing process, the ways in which the cultural construct of race constructs students identities and voices, and the ways in which racism is ritualized in composition pedagogy and curriculum are rarely investigated.

Current studies do not discuss how race is addressed in textbooks used for first-year composition. Furthermore, despite the rich tradition of scholarship that discusses composition textbooks, more critiques are needed in the discipline that investigate what ideologies are embedded within textbooks.-Addressing this need, this dissertation examines three best-selling composition rhetorics: The St.

Martins Guide to Writing, The Allyn/Bacon Guide to Writing, and The Prentice/Hall Guide to Writing. Applying critical race and whiteness theory and critical discourse analysis, this dissertation argues that first-year composition textbooks may reinforce white privilege and white cultural capital through the discursive practices of valorizing colorblindness, ignoring how race affects students writing processes, denying the existence of racism, and positioning nonwhite students as exotic, abnormal, and inferior.

Whiteness is an unseen, unearned, unmarked privilege that defines itself by what it is not---not African American, not Chicano/a, not Latino/a, etc. It maintains stasis by denying its existence and by denying the influence of the other in its formation.



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