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  1. Teachers, discourses, and authority in the postmodern composition classroom
    Published: (c)1996
    Publisher:  State University of New York Press, Albany

    Annotation Drawing on the ideas of the major poststructuralists, Gale (rhetoric and writing, U. of Arkansas-Little Rock) investigates the teacher's role and authority in postmodern academic settings. She untangles the complex relationships among the... more

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    Aggregator (lizenzpflichtig)

    Location:
    Hochschule Aalen, Bibliothek
    Signature:
    E-Book EBSCO
    Inter-library loan:
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    Location:
    Hochschule Esslingen, Bibliothek
    Signature:
    E-Book Ebsco
    Inter-library loan:
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    Location:
    Saarländische Universitäts- und Landesbibliothek
    Inter-library loan:
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    Location:
    Universitätsbibliothek der Eberhard Karls Universität
    Inter-library loan:
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    Annotation Drawing on the ideas of the major poststructuralists, Gale (rhetoric and writing, U. of Arkansas-Little Rock) investigates the teacher's role and authority in postmodern academic settings. She untangles the complex relationships among the teacher's and the institution's authority, the teacher's discourse and social and pedagogic roles, and students' discourses and diverse backgrounds. She proposes a two-level interactional model of teaching based on an edifying role for the teacher. Annotation copyright by Book News, Inc., Portland, OR

     
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  2. Teachers, discourses, and authority in the postmodern composition classroom
    Author: Gale, Xin Liu
    Published: 1996
    Publisher:  State University of New York Press, Albany ; EBSCO Industries, Inc., Birmingham, AL, USA

    Location:
    Bibliothek der Hochschule Mainz, Untergeschoss
    Inter-library loan:
    No inter-library loan
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 0585043442; 9780585043449; 9780791427651; 079142765X; 9780791427668; 0791427668
    Scope: 1 Online-Ressource (x, 201 pages), Illustrations
    Notes:

    Includes bibliographical references (pages 177-193) and index