User talk:2601:844:4100:425B:6C3F:2E65:3B3D:B865

Can you please consider these edits in the section on my work in the entry for "Composition Studies"? I have tried to clarify what I said in my cited book and to make the page references more accurate. The links for footnotes will need to be added back in where they originally appeared. I used track changes in my revision, but these can't be copied, so I have pasted my changes below. They are all in the section beginning "In addition, Lazere . . ." except for the page reference just before it.

I am glad to discuss these edits at dlazere@igc.org

Thanks, Donald Lazere

Overall, previous scholars’ discussion of multiculturalism in the classroom seems to privilege “cross-cultural interactions” and valuing students’ home languages as well as their cultural ideologies. However, in Donald Lazere’s Political Literacy in Composition and Rhetoric, Lazere criticizes Hairston, Daniell, Schutz, Gere, and other scholars for their approaches because of their singular focus on localism in lieu of more “global” and critical approaches to the study of culture in the composition classroom (152-160).[15] In addition, Lazere criticizes many multiculturalist scholars’ false equivalence in implying that college students’ home cultures and codes should be accorded parity with academic discourse and Edited American English (EAE). He argues that in cognitive development into higher education, we all acquire academic discourse and EAE as a “second language” that transcends our native one (without obliterating it), often in a liberatory way (96-99,201-205). While Lazere generally supports Shor’s approach to critical pedagogy and student empowerment, he finds it inapplicable to many of the students he taught at “red state” colleges, who were middle-class, white conservatives exuding empowerment in belittling any education not advancing their career goals and in belligerently defending the status quo of American socioeconomic power relations. To challenge such students, it is necessary to revise Freire toward a “pedagogy of those who support the oppressor”(9-12, 279-292).