In this article, the four authors reflect lack on their work as writing teachers in a neighborhood adult literacy center, in order to understandbetter the potential "valence" of literacy learning, to reassess assumptions of expressmist pedagogy, and to turn to Bakhtin and Foucault as interpretive frames for theorizing adult literacy learning. The authors propose "co-authoring" as the concept that emerged as central to the writing classes they designed and taught. In this essay they explore co-authoring as process, principle, and theoretical problem.
ASJC Scopus subject areas
- Literature and Literary Theory