(Re)Building Cultural, Community, and Academic Identity: Freshman Composition After Katrina

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year

2006

Author dc:creator

• Del, Russo Celeste

Contributors dc:contributor

• Piano, Doreen
• Boyd-Rioux, Anne
• McDonald, Kim

Repository record dc:identifier

https://scholarworks.uno.edu/td/486

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-1486