Constructing Knowledges

Sidney I. Dobrin is Assistant Professor of English at the University of Kansas, Lawrence. With Gary A. Olson, he co-edited Composition Theory for the Postmodern Classroom, published by SUNY Press, and is co-editor of JAC: A Journal of Composition Theory.

• Preface Foreword Patricia Bizzell 1. Composition and the Politics of Theory Building What is Theory ?Big Ts and Little tsAnti-Foundationalism and Theory FearAnti-Theory from WithoutAnti-Intellectualism and the Battle WithinTheory, Knowledge Making, and Composition2. Postmodernist Thought and the Teaching of Writing Toward Poststructuralist, Postmodernist ThoughtFoucault's ArchaeologyContending with Poststructuralism in CompositionApplying FoucaultFinding Balance Between Theory and Praxis in CompositionPostmodernism and Dialogic PedagogyPerceiving Theory in Composition3. Postprocess Theory and the Pedagogical Imperative New Pragmatism and Contingencies of LanguageAlternative Tools and TriangulationPostprocess TheoryPostprocess and the Composition ClassroomPostprocess Composition and Anti-Foundational Fear4. Feminist Theory and Its Interaction with Composition Pedagogy Validating Feminist TheoryDisrupting CompositionNeutralizing TheoryWriting (with) FeminismsTeaching ConflictFeminism and the "Identity" of CompositionFeminist (Academic) Discourse5. Ideology, Literacy, and Radical Pedagogy in Composition Studies IdeologyFalse Alarm(?)Literacy DebatesCultural LiteracyLiteracy and Liberatory LearningComposition and Radical PedagogyGetting It Right(?)6. Continuing the Theory Debates Where Are We Going?Theory, Theory, TheoryFinal ThoughtsAfterword Gary A. Olson Notes Works Cited Index

"One of the first book-length studies to investigate the nature and ramifications of something that has come to be called 'post-process' theory in the areas of composition and rhetoric. I believe that the post-process theory represents the most important new development in composition research during the last twenty years or so, and that this book contributes significantly to both composition scholarship and writing practice." — Thomas Kent, Iowa State University"The topic is very timely and much in keeping with contemporary debates over the role of theory in composition studies. Constructing Knowledges succeeds in coalescing these debates into a manageable scope, and the analytical apparatus is helpful in recognizing the various forms that the debates take. I particularly appreciate Professor Dobrin's rigorous attempt to link theory and practice throughout. An enjoyable read that made me think and think again." — J. Rocky Colavito, Northwestern State University