Abstract

This article examines the disappearance of the student as a site for theoretical investigation. It considers the ramifications of this development for the disciplinary selfidentification of composition studies and for a larger understanding of pedagogy as self-reflexive praxis.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 25-33
Launched on MUSE
2009-12-06
Open Access
No
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