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Pedagogies of Noise: Black Women’s Teaching Efficacy and Pedagogical Approaches in Composition Classrooms

Roundtree, Sherita Vaungh
http://orcid.org/0000-0003-1204-9891
http://rave.ohiolink.edu/etdc/view?acc_num=osu1557207486934335

Abstract Details

2019, Doctor of Philosophy, Ohio State University, English.
This project investigates the complementary and contradictory ways that Black women graduate teaching assistants’ (GTAs) lived experiences inform their teaching efficacy (i.e. preparedness and confidence) and pedagogical approaches in first- and/or second-level composition courses. Through survey, focus group, and individual interviews, and using Black feminist frameworks, this project documents how Black women’s bodies and practices have traditionally been read as disruptive, and I argue noisy in quiet academic spaces (re: spaces governed by legacies of inequity and racism). Similar to intersectional frameworks, I suggest that noise is a multivocal representation of belonging that challenges legacies of mislabeling, dehumanizing, and silencing Black women GTAs and their bodies within institutional spaces. In order to centralize a discussion of Black women GTAs’ noise, I turn to the contributions of Black feminist rhetorical scholars, literacy scholars, and Hip Hop scholars and ground my research in the noise itself--a multiplicitous and polyvocal understanding of Black women GTAs’ lived experiences and practices as teachers of composition. In this sense, I highlight how and when Black women GTAs utilize intersectional instruction to retool their noise by relating their pedagogies to their epistemologies, pedagogical approaches, and networks of support inside and outside of their current home institutions. I suggest this retooling reflects what I refer to as Black women GTAs’ “pedagogies of noise”—teaching approaches that acknowledge their confrontations with oppression and cultivate cultural knowledge production on a historical continuum through composition instruction and curriculum development. Ultimately, Pedagogies of Noise helps to challenge some of the gaps in the ways the fields of Composition Studies and Writing Program Administration (WPA) talk about composition teacher training, and who those current approaches to training do or do not serve.
Beverly Moss (Committee Chair)
Kay Halasek (Committee Member)
Christa Teston (Committee Member)
Valerie Kinloch (Committee Member)
248 p.
Black Studies; Composition; Pedagogy; Womens Studies
Black women; graduate; graduate student; graduate teaching assistant; Composition Studies; teaching; pedagogy; writing; efficacy; intersectionality; noise; knowledge production; Black feminist thought; Black feminism

Recommended Citations

Citations

  • Roundtree, S. V. (2019). Pedagogies of Noise: Black Women’s Teaching Efficacy and Pedagogical Approaches in Composition Classrooms [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557207486934335

    APA Style (7th edition)

  • Roundtree, Sherita . Pedagogies of Noise: Black Women’s Teaching Efficacy and Pedagogical Approaches in Composition Classrooms . 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1557207486934335.

    MLA Style (8th edition)

  • Roundtree, Sherita . "Pedagogies of Noise: Black Women’s Teaching Efficacy and Pedagogical Approaches in Composition Classrooms ." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557207486934335

    Chicago Manual of Style (17th edition)

osu1557207486934335
136
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This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12