The reality of students' affective experiences in the peer conference phase of process writing has been underresearched and real student voices are missing from the literature. Adolescent girls' development of self--actually a corporation of selves--and identity is a site of struggle within oppressive dominant discourses, often resulting in girls' disappearing into a gender-stereotyped loss of that self/selves and identity. In this study, a series of four interviews with five pairs of "disappeared" eighth grade girls provides the voices of adolescent girls discussing their experiences with and affective responses to peer conferencing. A modified form of Brown (1988) and Brown and Gilligan's (1990) model for reading/listening for care and justice perspectives was used to guide interpretations of the interviews. These "disappeared" girls talk of intricate, interior negotiations around offering suggestions to peers about their writing, revealing a balancing or blending of care and justice concerns. This blending indicates their capacity to interrelate broadly across the human spectrum of response, from independence to connection. These voices also give evidence that peer conferencing offers opportunities for girls to rehearse and express resistance to dominant discourses as they struggle to establish their selves and to hold on to their selves in the writing.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8931 |
| Date | 01 January 1994 |
| Creators | Jennings, Maryann Ruth Catherine |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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