This thesis sheds light on (1) the extent to which composition has fallen short in its efforts to examine Habermasian discourse in the public sphere/politicized classroom; and (2) whether, through a careful and explicit exploration of the Habermas/Foucault debate and the competing concepts of discourse contained therein, we might make use of those concepts in the politicized classroom to inform student writing in the public sphere.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-4361 |
| Date | 01 January 2007 |
| Creators | Harris-Ramsby, Fiona Jane |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses Digitization Project |
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