Date of Award

12-15-2006

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.

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.

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