Transforming the cultural politics of writing across the curriculum: Cross-disciplinarity, advanced literacy, and democracy
Abstract
This dissertation argues that major approaches to writing across the curriculum (WAC) are framed by the general/special binary--that is, that language use is general or transferable across disciplines versus entirely situated in separate disciplinary-specific discourse communities. Proponents of the discipline-specific approach to WAC have dismissed the possibility of a general or cross-disciplinary approach because they say it requires a universal, cognitive, or totalizing generic discourse practice to account for transferability across disciplines, which is untenable in a postmodern world and university of linguistic and social heterogeneity. This dissertation critically re-sees and refigures the general/special binary in WAC by investigating its cultural politics, including representations of social; constitutions of the subject(s) of advanced literacy; perspectives on democracy; and meanings of the cross-disciplinary. WAC's unique position in the curriculum is represented as a cross-disciplinary forum and strategy for advancing a critical-transformative literacy.
Degree
Ph.D.
Advisors
Lauer, Purdue University.
Subject Area
Language|Higher education|Curricula|Teaching
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