Crossing Borderlands: Composition and Post-Colonial Studies
Andrea Lunsford (Editor), Lahoucine OuzganeBooks.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Overview
On the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of “others” in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing.
For two fields that have so much in common, very little dialogue exists between them. Crossing Borderlands attempts to establish such an exchange in the hopes of creating a productive “borderland” where they can work together to realize common goals.
Synopsis
On the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of “others” in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing.
For two fields that have so much in common, very little dialogue exists between them. Crossing Borderlands attempts to establish such an exchange in the hopes of creating a productive “borderland” where they can work together to realize common goals.
Editorials
From the Publisher
“A rich and intensive introduction to postcolonial studies’ relationship to composition research and teaching that can provide educators with a much deeper understanding of what it means for multicultural students to negotiate American systems of education. These essays contribute a strong argument expanding the ways that the two fields can inform each oather’s work.”
--Multicultural Review