In a landmark collaboration, five co-authors develop a theme of
ordinary disruptions ("the everyday") as a source of provocative
learning moments that can liberate both student writers and writing
center staff. At the same time, the authors parlay Etienne Wenger's
concept of "community of practice" into an ethos of a dynamic,
learner-centered pedagogy that is especially well-suited to the
peculiar teaching situation of the writing center. They push
themselves and their field toward deeper, more significant
research, more self-conscious teaching.
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