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| Autor/in | Williams, James D. |
|---|---|
| Titel | Program Administration in the Face of Political Correctness. |
| Quelle | (1992), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College English; Educational Administration; English Departments; Higher Education; Political Issues; Politics of Education; Program Administration; Teacher Student Relationship; Writing Instruction |
| Abstract | Administering a writing program has never been easy, and the issue of political correctness has added a new dimension to this difficult task. At the University of North Carolina (Chapel Hill), a controversy began when a cluster of statues, presented to the school by the graduating class, was attacked as being sexist and racist. According to the testimony of the writing program director, many composition teachers initially saw the situation as a good opportunity for writing assignments. Complaints from teachers arose, however, when student reaction was generally conservative; complaints from students arose when bad grades were given for papers unsympathetic to the politically correct view of the statues as prejudiced. Many instructors complained to the director that only a"fascist" would fail to support their vision of progressive, often radical politics. Informal research by the program director suggests that on many campuses, literature and writing courses reflect such radical pedagogies, often in striking ways, leading the director to sense a fundamental shift in the goals of liberal education in general and composition instruction in particular. Cultural pluralism as radical pedagogy presents a serious problem for administrators seeking instructional consistency, always a difficult goal for a program administrator. The growing intolerance of teachers for the views of their students should strike all program directors as disturbing, especially those who believe that the teaching of rhetoric is inseparable from democracy, which assumes that students may define themselves without instructor imposition. (HB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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