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The pedagogy of Whatever
ARTICLE

Computers and Composition Volume 20, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Where most pedagogical uses of hypertext either attempt to account for race, gender, and sexuality or completely disregard them, my approach to hypertextual writing both accounts for and disregards identity. In this article, by trying to capture this hybrid or rhizomatic scheme, I consider what Giorgio Agamben refers to as the Whatever. I am interested in appropriating Agamben’s concept not only to ground students in identity formation and ideological awareness, but also to conceive of an excess or what exists after all cultural and ideological determinations. This excess is exemplarity or singularity, the Whatever. I regard the Whatever as a return to the promise of happiness by way of artistic or hypertextual endeavor.

Citation

Thomas, H.K. (2003). The pedagogy of Whatever. Computers and Composition, 20(1), 23-50. Elsevier Ltd. Retrieved May 18, 2022 from .

This record was imported from Computers and Composition on January 31, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S8755-4615(02)00173-1

Keywords