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Reclaiming composition for Chicano/a...
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Ruiz, Iris D.
Reclaiming composition for Chicano/as and other ethnic minoritiesa critical history and pedagogy /
Record Type:
Electronic resources : Monograph/item
Title/Author:
Reclaiming composition for Chicano/as and other ethnic minoritiesby Iris D. Ruiz.
Reminder of title:
a critical history and pedagogy /
Author:
Ruiz, Iris D.
Published:
New York :Palgrave Macmillan US :2016.
Description:
ix, 227 p. :ill., digital ;24 cm.
Contained By:
Springer eBooks
Subject:
RhetoricPolitical aspectsUnited States
Online resource:
http://dx.doi.org/10.1057/978-1-137-53673-0
ISBN:
9781137536730$q(electronic bk.)
Reclaiming composition for Chicano/as and other ethnic minoritiesa critical history and pedagogy /
Ruiz, Iris D.
Reclaiming composition for Chicano/as and other ethnic minorities
a critical history and pedagogy /[electronic resource] :by Iris D. Ruiz. - New York :Palgrave Macmillan US :2016. - ix, 227 p. :ill., digital ;24 cm.
1 Post Structuralism, Historical Theory and Critical Race Theory: A Pyramid for Critical Historical Analysis -- 2 Introduction to the Field of Composition: Politics from the Start -- 3 A History Untold: Composition's Connected Past to the Educational Reforms of the Reconstructive Era -- 4 Chicanos and African-Americans: In/Visibility in Composition -- 5 The Second Reconstruction: The Civil Rights Era and Composition's Response to the New "Egalitarian" University -- 6 Multiculturalism's Conflict: A Nation's Quest for Accommodation and Excellence in Education -- 7 Historiography in the Writing Classroom: A Case for Teaching Chicano/Chicana-Latino/Latina history -- 8 Guatemala as a Site for Critical Historiography -- 9 Conclusion.
This book examines the history of ethnic minorities--particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.
ISBN: 9781137536730$q(electronic bk.)
Standard No.: 10.1057/978-1-137-53673-0doiSubjects--Topical Terms:
352885
Rhetoric
--Political aspects--United States
LC Class. No.: P301.5.P67 / R85 2016
Dewey Class. No.: 808.042
Reclaiming composition for Chicano/as and other ethnic minoritiesa critical history and pedagogy /
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ill., digital ;
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1 Post Structuralism, Historical Theory and Critical Race Theory: A Pyramid for Critical Historical Analysis -- 2 Introduction to the Field of Composition: Politics from the Start -- 3 A History Untold: Composition's Connected Past to the Educational Reforms of the Reconstructive Era -- 4 Chicanos and African-Americans: In/Visibility in Composition -- 5 The Second Reconstruction: The Civil Rights Era and Composition's Response to the New "Egalitarian" University -- 6 Multiculturalism's Conflict: A Nation's Quest for Accommodation and Excellence in Education -- 7 Historiography in the Writing Classroom: A Case for Teaching Chicano/Chicana-Latino/Latina history -- 8 Guatemala as a Site for Critical Historiography -- 9 Conclusion.
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This book examines the history of ethnic minorities--particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.
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EB P301.5.P67 R934 2016
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http://dx.doi.org/10.1057/978-1-137-53673-0
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