Composition's Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace

Reynolds, Nedra

doi:10.2307/358350

Cited by 17 publications

(4 citation statements)

References 20 publications

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“…Despite our idealism, once we start critically examining writing centre space, it becomes apparent that our space is by no means value-neutral (Singh-Corcoran and Emika 2011). Instead of the idealised space we may prefer to imagine, writing centre space is complex and political (Reynolds 1998), partly due to our liminal positioning. It can be argued that the very idea of a writing centre, as originally conceived in some American universities, is very much a middleclass, Western idea born out of certain privileges (Singh-Corcoran and Emika 2011).…”

Section: Space and Placementioning

confidence: 99%

Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels

2019

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A writing center cannot define itself as a space-we're often kicked out of our spaces. It's not a pedagogy. We're always re-articulating our pedagogy. It's certainly not an academic department. It crosses all disciplines. A writing center does not produce a text-the texts in writing centers are unfinished. And we don't own the texts our students create; those texts are cross-curricular, cross-linguistic, cross-discursive.

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Section: Space and Placementioning

confidence: 99%

Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels

2019

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“…Such critiques are necessary, given that spatial constructions occur because of physical boundaries and through "practices, structures of feeling, and sedimented features or habitus" (Reynolds, 2000, p. 560). Elsewhere, Reynolds (1998) investigates relationships among writing, space, and struggle in relation to the changing landscapes of cities and writing classrooms during the 1970s Open Admissions Policy at City College in New York. As a result of the policy, writing instructors struggled with teaching a new population of students, diverse in linguistic backgrounds and writing practices, in crowded classrooms.…”

Section: Theoretical Framework Writing and Placementioning

confidence: 99%

“…How do relationships between schools and local communities reproduce a separation of people in spaces of interaction based on differences and struggle? Reynolds's (1998) argument, "the only space big enough for such a struggle was a frontier" (p. 21), conceptualizes school spaces, particularly writing classrooms, as frontiers, where differences, struggles, and rhetorical practices emerge, flourish, and collide in ways similar to the life and work of the city. The idea of schools and the teaching of writing as frontier emerge when critical attention is paid to how spaces are socially produced and connections among accessibility, engagement, and power are maintained.…”

Section: Theoretical Framework Writing and Placementioning

confidence: 99%

Suspicious Spatial Distinctions

Kinloch

2009

Written Communication

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In what ways do students understand and document literacies within out-of-school communities in their school-sponsored writings? How can community literacy sites and public perceptions of community disrepair stimulate students to create written responses on the politics of place? These questions are at the heart of this article's investigation into relationships between writing and contexts. Drawing on research in writing and place as well as in out-of-school literacies, the author examines undergraduate writing students' investigations of literacy practices and acts of meaning making. She details how these acts can motivate students to both document and critique literacies within a local urban community in close proximity to their university setting. The author concludes by discussing how students critiqued forms of community literacies through writing, acts that have implications for the ways writing researchers can work to bridge distances (e.g., cultural, sociological, ideological, political) across school and community spaces.

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“…For those cultural workers looking to participate progressively in globalization, this practice of recognizing and creating discourse, using a rearticulation of social scripts, is a way in. Scholars of educative practice should have been paying attention and should know this, as the fallacy of transparent space has been deftly revealed (Reynolds 1998) and the crucial observation has been made that "without articulating something, we have no competing discourse, no competing social production of space" (Payne 2005, 500).…”

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confidence: 99%