Breuch, Lee-Ann M. Kastman. “Post-Process ‘Pedagogy’: A Philosophical Exercise.” JAC 22.1 (2002): 119-50. Rpt. in Cross-Talk in Comp Theory: A Reader. 2nd ed. Ed. Victor Villanueva. Urbana, IL: NCTE, 2003. 97-125. Print.
Lee-Ann Kastman Breuch’s article explores post-process criticisms and argues against the simplistic views of both process and post-process notions to create a more dialogic and effective pedagogy. She begins by exploring some of the key tenets of post-process theory. Much of this resides in challenging the notion that writing processes can be codified and taught as content. This is most apparent in the “rejection of mastery” that post-process theories exhibit by objecting to writing as a thing to study rather than an activity in which students can engage. When the focus is on process as content, an instructor may bring up prewriting in a lecture or discussion and leave it as something for students to engage in on their own rather than making this an explicit and consistent part of classroom practices. Breuch also discusses the views of writing’s public, interpretive, and situated nature that arise from post-process theory; but she rightly notes that these are not specific to post-process theory, that they have established roots in postmodern theories of thought and language.
In short, post-process theory is not anti-process, nor is it trying to alter radically the theoretical underpinnings of composition instruction. However, she recognizes that post-process too readily turns process into a villain. The arguments against mastery, specifically, often miss the intentions (and quite often, the realities) of process pedagogy: that the goal of process is to engage students in an activity and not to provide content to master. Breuch ends her discussion with a turn toward pedagogy, though she claims that the anti-foundational nature of post-process limits her ability to consider specific pedagogies. She does discuss, however, two considerations we can draw from post-process theory. First, we need to consider writing and its processes as actual activities, not just as fodder for a few lectures. Second, we should attempt to emphasize the dialogic nature of communication both in how we help students understand and engage in writing. Her hope, then, is that we consider fully and carefully what we do as teachers.
Breuch’s article offers two key benefits, one somewhat more universal and one more personal. The first comes in her attempts to dispel some myths about post-process theory and to counter some of the problematic views of process pedagogy that some post-process interpretations have. By complicating both notions, Breuch reminds us that seemingly competing theories need not negate each other. Thus, to engage in effective praxis, we need to be critical interpreters and practitioners of theory. The second matter concerns a problem I tend to have as an instructor. I, too, have fallen into the trap of process as content (not that I do not bring in process activities directly into the classroom). Breuch’s article will not only provide some ideas to underwrite the entire trajectory of my course, but this also will provide me with reminders to keep process and dialogue as more central and active parts of the assignments I construct.
2 comments:
I certainly understand the author's objections to teaching process as content (I'm picturing some terrible handout of a linear process), but I do see value in talking explicitly about real writing processes with our students. In the same way that a personality test or learning style survey makes us think about what arises naturally from us, explaining writing processes allows students to consciously reflect on what they really do and recognize the value in it. Acquiring a vocabulary for their actions while writing also seems beneficial. When I talk about process, I emphasize the similarities between the ways my students actually write (not how they were told to) and the ways professional writers write; my goal is to get them to trust themselves a bit more.
I approach process much the same way, Beth. And Breuch doesn't discourage us from using/teaching content in our courses. Her concerns seemed to address the approach of "lecture and leave it." She would like to see process as integrated throughout the course, as something students engage in regularly.
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