How do definitions of literacy in the academy, and the
pedagogies that reinforce such definitions, influence and shape our
identities as teachers, scholars, and students? The contributors
gathered here reflect on those moments when the dominant cultural
and institutional definitions of our identities conflict with our
other identities, shaped by class, race, gender, sexual
orientation, location, or other cultural factors.
These writers explore the struggle, identify the sources of
conflict, and discuss how they respond personally to such tensions
in their scholarship, teaching, and administration. They also
illustrate how writing helps them and their students compose
alternative identities that may allow the connection of
professional identities with internal desires and senses of self.
They emphasize how identity comes into play in education and
literacy and how institutional and cultural power is reinforced in
the pedagogies and values of the writing classroom and writing
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