Rethinking teacher authority to counteract homophobic prejudice in the networked classroom: A model of teacher response and overview of classroom methods
Computers and Composition Volume 12, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd
The author argues for a reworked pedagogy in the networked computer classroom to counteract the emergence of prejudicial attitudes which marginalize people in online discussions. She delineates one model of teacher pedagogy in realtime discussion programs, and sets this model against a backdrop of democratic and totalitarian extremes in pedagogical approaches. The author encourages interventionist strategies within the context of “outside response,” such as centralizing discussion and giving preparatory lectures, to strengthen instructor influence in online discussion. Class interaction is examined in a writing-intensive English course the author has taught on rhetoric and theatre, and the experience of instructors teaching composition and literature at the University of Texas at Austin is cited. The article proposes that responsible instructor pedagogy in the networked classroom would hold instructors more accountable for confronting and limiting the dynamics which alienate class members in online discussion.
Warshauer, S.C. (1995). Rethinking teacher authority to counteract homophobic prejudice in the networked classroom: A model of teacher response and overview of classroom methods. Computers and Composition, 12(1), 97-111. Elsevier Ltd.
Cited ByView References & Citations Map
“Feminist Leanings:” Tracing Technofeminist and Intersectional Practices and Values in Three Decades of Computers and Composition
Lori Beth De Hertogh, James Madison University; Liz Lane, University of Memphis; Jessica Ouellette, University of Southern Maine
Computers and Composition Vol. 51, No. 1 (March 2019) pp. 4–13
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.