Like other social institutions, universities have been
created and administered by and for a white-male dominant
culture that continues to marginalize women and anyone else
designated as -Other- according to race, class, ethnicity,
ability, age, size, and sexuality. This discussion
questions the dominant model of standard written discourse
in the college English classroom where linear, abstract
argument centered on autonomous thinking and reasoning
prevails. It explores how such a discourse privileges a
patriarchal system of education that subordinates other ways
of learning and writing, particularly those that may be
closely associated with contemporary women's learning, and
it looks at some experimental writing strategies for
teachers and students who want to challenge the dominant
model of discourse within the institution and perhaps better
enable students to write with a sense of their own goals and
purposes. / Graduation date: 1994
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35663 |
| Date | 09 August 1993 |
| Creators | Forrest, Dodie A. |
| Contributors | Helle, Anita |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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