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dc.contributor Hayes, Hogan en
dc.contributor.advisor Clark-Oates, Angela en
dc.contributor.author McNeal, Nicole Marie en
dc.date.accessioned 2017-05-16T16:08:21Z en
dc.date.available 2017-05-16T16:08:21Z en
dc.date.issued 2017-05-16 en
dc.date.submitted 2017-05-05 en
dc.identifier.uri http://hdl.handle.net/10211.3/191244 en
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2017. en
dc.description.abstract In this article, I will trace the ideological history of FYC and the role of composition studies in higher education in order to frame academic literacies as action- and community-based value sets we share with students; then I will share pedagogical strategies I have used to re-imagine traditional, commonly assigned FYC curriculum to counter neoliberal ideology by fostering inclusive spaces for our diverse student populations. These strategies can better support faculty who are committed to approaching composition coursework in a way that cultivates student engagement and literacy in and out of academic contexts and better positions students to act meaningfully in the social environment humans collectively reproduce. Finally, I will ask readers to consider what values they reproduce in their classrooms and to consider strategies for continually improving the accessibility of and pleasure in higher education. Such work helps to cultivate a more compassionate, thoughtful culture, to “build a better, more ethical, more engaged nation” (CCCC Position Statement on Language, Power, and Action). en
dc.description.sponsorship English (Composition) en
dc.language.iso en_US en
dc.subject Ideology en
dc.subject First year composition en
dc.subject Academic literacies en
dc.subject Academic values en
dc.subject Composition studies en
dc.title The reproduction of ideology and disciplinary values in FYC en
dc.type Project en


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