Education Commons^™

Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett

Teaching/Writing: The Journal of Writing Teacher Education

While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, …