Date of Award
12-2006
Degree Type
Thesis
Degree Name
M.A.
Degree Program
English
Department
English
Major Professor
Piano, Doreen
Second Advisor
Boyd-Rioux, Anne
Third Advisor
McDonald, Kim
Abstract
Composition studies has become increasingly focused on the connection between place, identity, and the act of writing, maintaining, as theorist Nedra Reynolds states, that “where writing instruction takes place has everything to do with how†(20). Considering the social, political, and cultural contexts of a post-Katrina Southeastern Louisiana, administrators and instructors at the University of New Orleans must begin to question how our freshmen writing program can best serve our students as they enter into the future of a "new" New Orleans. Implementing a "localized pedagogy" into the freshmen composition classroom--that is, a community-based pedagogy that draws from local resources, engages students in acts of public writing, and implements a service learning component--can help students answer to new roles of citizenship. This project exhibits instructor pedagogy and student writing generated during post-Katrina semesters to illustrate what a localized pedagogy might look like in composition classrooms at UNO.
Recommended Citation
Del, Russo Celeste, "(Re)Building Cultural, Community, and Academic Identity: Freshman Composition After Katrina" (2006). University of New Orleans Theses and Dissertations. 486.
https://scholarworks.uno.edu/td/486
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.