On Teacher Neutrality
306 pages, 6 x 9
Release Date:06 Nov 2020

On Teacher Neutrality

Politics, Praxis, and Performativity

Utah State University Press
On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining “neutrality,” depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality—or what is meant by it—in the teaching of writing.
Higher education itself and its stakeholders are continually exploring the role of teachers in the classroom and the extent to which it is possible or ethical to engage in neutrality. Amplifying voices from teachers in underrepresented positions and institutions in discussions of teacher ideology, On Teacher Neutrality shapes the discourse around these topics both within the writing classroom and throughout higher education. The book offers a rich array of practices, pedagogies, and theories that will help ground instructors and posits a way forward toward better dialogue and connections with the various stakeholders of higher education in the United States.
Tristan Abbott, Kelly Blewett, Meaghan Brewer, Christopher Michael Brown, Chad Chisholm, Jessica Clements, Jason C. Evans, Heather Fester, Romeo García, Yndalecio Isaac Hinojosa, Mara Holt, Erika Johnson, Tawny LeBouef Tullia, Lauren F. Lichty, Adam Pacton, Daniel P. Richards, Patricia Roberts-Miller, Karen Rosenberg, Allison L. Rowland, Robert Samuels, David P. Stubblefield, Jennifer Thomas, John Trimbur
On Teacher Neutrality nicely complements ongoing disciplinary conversations about power dynamics, dialoguing across difference, and mutuality in the college classroom.’
Genesea M. Carter, Colorado State University

‘Readers will appreciate the ways the collection works towards theorizing the phenomenon of teacher neutrality and how the public’s static perception may be complicated.’
—Community Literacy Journal
Daniel P. Richards is associate professor of English at Old Dominion University. His research interests
include environmental rhetoric, risk communication, posthuman rhetorics, American pragmatism, and the
politics of writing instruction. He is coeditor of Posthuman Praxis in Technical Communication (2018), and
his work has appeared in the Journal of Business and Technical Communication, Technical
Communication Quarterly, Communication Design Quarterly, Contemporary Pragmatism, Composition
Forum, and several edited collections.
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