Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading content…
Transcript

Price: "What Do You Need?"

"Irrational" (read: non-normative) Students in the Composition Classroom

  • Teachers opening up space for each and all students to voice their needs
  • A space of negotiation
  • Digital and/or face-to-face feedback from peers and teachers
  • Anonymous and/or identified work for classroom dialogue
  • Multi-modal and/or more "traditional" projects
  • "Crip time" for the delays, limitations and constraints that might arise during the writing process
  • Teachers' always critically reflexive about their expectations for student "presence" (read: norms and rules of "appropriateness" for classroom behaviors and speaking)
  • Radical tolerance
  • Rhetorical Listening
  • "Reason Dazzled" approach to writing for not only neuroatypical students, but for all.

What Can be Done in the Composition Classroom to Make Space for the Legitimization of "Irrational" / Non-Normative Students?

  • "Irrational" -- Non-Normative--Foucault's Reason Dazzled
  • Price wants to open up space in the Composition classroom for students with mental disabilities to voice their needs
  • [But...] everyone has a mental health....
  • Psychosocial (read: psychological effects of being a social agent--racialized/ gendered/ classed subject)

Who is the "Irrational" Student

  • Thought about in terms of "Irrationality" --by both teachers and peers

  • Disappointing and/or deviant in light of the dominant discourse (read: in light of hegemonic prescriptions for normalcy), its conventions and dialect

  • The troubles with continuing to name non-normative students' identities in terms of race, gender, class....in our scholarship

"Irrational" Students:

The Rhetorical Black Hole

Margaret Price

  • Rhetorical Black Hole
  • Rhetorically Disabled
  • "We speak from positions that are assumed to be subhuman, even non-human; and, therefore, when we speak our words go unheeded [...] presumed not to be competent, nor understandable, nor valuable, nor whole" (Mad at School 26).

Presumptions: Students of Reason and Rationality, Students who "Speak well"

Price

  • Berlin's New Rhetoric
  • Student is encouraged to "order and make sense" of her reality' (Mad at School 39).
  • Price asks, what about rhetors "whose worlds may not be simply marked by, but composed of, ways of knowing fundamentally invested in dis/order and non/sense"?
  • Critical Pedagogies and Process Pedagogies
  • "sharing" and "dialogue", rhetorical listening
  • How does this work to exclude students' whose classroom "presence,' speaking, writing, work to figure them in terms of irrationality?
Learn more about creating dynamic, engaging presentations with Prezi