Punk Pedagogy
Propagandhi: Refusing To Be A Man
In a previous post (also my response paper for a class), I was concerned with the translation of academic discourse into various other discourse communities, especially in regards to difference and oppression. As Lisa Duggan puts the sentiment, the discourse of queer theory “resists translation into terms that are cultural legible and thus usable in [...]
Giroux and Simon on punk
Giroux and Simon write about punk:
…punk culture’s lived appropriation of the everyday as a refusal to let the dominant culture encode and restrict the meaning of daily life suggests the first instance of a form of reistance that links play with the reconstruction of meaning. This particular popular form, filled as it is with abortive [...]
classoom as a museum?
I’m re-reading Sirc’s book (well, part of it; I haven’t finished it yet), and when I read again that Sirc compares the Modernist classroom to a museum (2), I was reminded of what Gloria Anzaldúa writes in Borderlands: La Frontera. Here is what I wrote in a previous post, followed by some more thoughts after [...]
Optimism One
Optimism One. “Punk Power in the First-Year Writing Classroom.“ TETYC (May 2005): 358-369.
Optimism One builds off of Seth Kahn-Egan’s “principles of ‘punk’“ (DIY, sense of anger and passion, attack on institutions of oppression, willingness to endure pain, and and the “pleasure principle“) to construct what ze believes should be happening in a first-year writing classroom. [...]
Sirc’s essay “Proust, Hip-Hop, and Death in First-Year Composition”
Sirc, Geoffrey. “Prouse, Hip-Hop, and Death in First-Year Composition.” TETYC (May 2006): 392-398.
In this essay, Sirc compares local hip-hop to writing, claiming that hip-hop gets at having to say something, explores the desire to understand our pleasures, is real, and understands reality metaphorically. Students can also learn that local hip-hop has what popular hip-hop has [...]
metaphors of architecture and art; happenings
I’m still reading Sirc’s book, and he draws a metaphor between writing and architecture (3-5), which leads him to discuss artists who realize they must work outside the architecture given them:
They practiced an art which interrupted the passivity of the spectator so that, as McLuhan & Fiore put it, “the audience becomes a participant in [...]
some things to think about on punk pedagogies
I just had a conference with Lisa and I wanted to transfer my notes to something that would be legible to me later and allow for some written reflection.
Lisa notes that one of Sirc’s phrases has always bothered her—something along the lines of we can either train students to make bombs or we can open [...]
more from Sirc - “traumatic writing that explores the wound”
Kahn-Egan, Seth. “Pedagogy of the Pissed: Punk Pedagogy in the First-Year Writing Classroom.“ CCC 49.1 (February 1998): 99-104.
Sirc, Geoffrey. “Never Mind the Sex Pistols, Where’s 2Pac?“ CCC 49 (February 1998): 104-108.
I just finished reading these two essays. As I read Kahn-Egan’s, I liked some of what he was saying, but some things he wrote bothered [...]
sources to check out from The Bedford Bibliography for Teachers of Writing
Lisa asked us to find possible sources in The Bedford Bibliography that we might be able to use for our seminar projects. Here are some:
Under Rhetoric and Composition Theory:
144. Bartholomae, David. “Inventing the University.”
163. Brodkey, Linda. Writing Permitted in Designated Areas Only Minneapolis: U of Minnesota P, 1996.
167. Burke, Kenneth. A Rhetoric of Motives. Englewood [...]
Sirc’s English Composition as a Happening
From the back of Sirc’s book:
Almost everyone will be upset by this book. I feel that I’m a part of teh audience Sirc seeks, and I have been deeply disturbed—and prompted to careful thought—by his critique of the cultural studies tenets that I hold dear. Good books, of course, DO upset people, and they should. [...]
