Taking risks and empowerment: Three case studies.

Abstract

Although a relationship exists between risk and empowerment in the composition classroom, little has been written about it in the literature. Too frequently risk in the composition classroom is thought of only in linguistic terms; consequently, the social and political dimensions of risk are neglected. Using three case studies, this dissertation looks at the linguistic, social, and political risks three non-traditional women took as they became empowered. If students are to become empowered teachers must structure a curriculum in which students are comfortable taking risks. I propose one such conversation based approach to teaching composition and explore the consequences it poses for authority in the classroom. I also discuss the risks I faced in using this approach and the way my students and I dealt with the question of authority. Tentative definitions of risk and empowerment which are introduced in chapter two become real definitions in the case studies. In the first case study I examine the risks Cora, a Menominee woman, took in choosing members of her peer group and selecting her paper topics. In the second case study I explore the risks Lola took in not accepting my definition of what it meant to become a member of the class. In the third case study I discuss the risks Ann faced in attempting to be a good mother and a good student and examine Ann's decision to leave school as an act of empowerment. In the last chapter I suggest that teachers who want students to take risks must be willing to take risks themselves. In a conversation based curriculum the traditional role of the teacher changes when students are allowed to participate in the dialogue of authority. Teachers of necessity redefine their roles when students are encouraged to choose the topics they write about, select the members of their peer groups, and become the subjects of their own learning.