Abstract

Abstract:

This article emphasizes time’s effects on student resistance. Drawing on kairos and chronos, the authors argue that when teachers perform ideological neutrality is at least as significant as whether or how they do so. They explore their own temporal approaches to two pedagogical ecologies: first- year composition and an upper- level feminist rhetorics course.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 157-170
Launched on MUSE
2020-01-14
Open Access
No
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