Abstract

This article explores how composition courses might address contemporary capitalism’s strain on students’ time resources through a classroom practice of temporal awareness. The piece discusses two related dimensions of this approach. The first involves incorporating students’ considerations of time into course content; the second, rooted in teacher inquiry, asks writing instructors to examine how time mediates the pedagogical relationships developed within their courses.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 45-67
Launched on MUSE
2011-12-16
Open Access
No
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