Abstract

Abstract:

Resistance narratives in composition studies often focus on how students resist pedagogies that challenge their received values and identities. These narratives ignore the complex developmental trajectory that students face in the writing classroom. The authors apply a developmental framework to this resistance and argue that helping students work through these challenges is essential to developing complex ways of seeing themselves as writers and citizens.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 101-114
Launched on MUSE
2020-01-14
Open Access
No
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