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.
The sophistication of its theoretical positions and the range of sources on which the authors draw position it on the vanguard of the field’s scholarship.
What impresses me most about their argument is not that writing centers need to stop being so rigid and time-bound and apolitical, but that writing centers occupy a unique space in the academy—one that might encourage authentic communities of learners, writers, peer tutors, faculty and staff. The Everyday Writing Center provides a way to think about this ambition.
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