Notes: Lauren M. Bowen, “The Limits of Hacking Composition Pedagogy”

Bowen, Lauren M. (2017). The limits of hacking composition pedagogy. Computers and Composition, 43, 2017, 1-14.

Summary:

Bowen traces and analyzes hacking as a concept and as a metaphor adopted by compositionists, critiquing the use of hacking as a pedagogical metaphor for writing.

Keywords: composition, hacking, pedagogy, rhetoric, writing studies

Sources:

Richardson, Timothy. (2014). The authenticity of what’s next. Enculturation, 17.

Yergeau, Melanie, Elizabeth Brewer, Stephanie Kirschbaum, Sushil K. Oswal, Margaret Price, Cynthia L. Self, et al. (2013). Multimodality in motion: Disability and kairotic spaces. Kairos, 18(1).

Quotations:

“An analogous pedagogical model would also be built on the unsubstantiated assumptions that classrooms—and hackerspaces—already host diverse populations and that adopting a merit-based system ensures that learning happens outside of institutionalized systems of oppression” (p. 9).

 

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