Reynolds’ article works out sophisticatedly the politics of space in the field of composition. Among all the good points and important connections she makes, I like how she starts with the complex of space as a reviving discipline in the sphere of composition study. She emphasizes its imagined attribute while also examining its physical or material existence. I think her discussion which is unfolded around this idea also provides channels to the study of globalization of and in teaching writing.
By pointing out the lack of engagement between composition and geography (16), Reynolds also reveals the ways in which the notion of space can be better placed in writing and classrooms. It makes me think that, in facing the growing diversity on campus, bringing in awareness of geographic elements into the classroom can lead to more thinking of global or cultural issues among students. It may be an easier or more effective way of addressing globalization in the classroom compared with pushing students right into the thinking of cultural issues abstractly and skeptically. An emphasis on places provides a ground for the study of globalization in terms of its both imagined and materialized sense.
The notion of the politics of place embodied by the superficial social phenomena becomes a good tool of teaching the sense of community or critical thinking under Reynolds’ pen. The subject covers issues from the conditions of certain place to ethnographic issues. It provides novice writers a good place to start critical exploration with personal responses to the specific place they engage with. It also complicates the construction of reality, which is also mentioned by Reynolds in her article.
Overall, I think Reynolds’ articulation of the notion of space in composition study is very helpful to teachers who think of diversify their classes with critical thinking about cultures. It also enhances a revival of concreteness in English writing, which can be based on writing about the connection between the subjects and the environment.
SiYang,
ReplyDeleteI'm curious how you see the imagined attribute (that you mention in your first paragraph) affecting the writing and ecocomp classroom. Do you see the imagination as a positive or negative thing in teaching? in learning? in composition? Is there a point where the "line in the sand" should be drawn to curtail creativity, or is creativity the energy that drives it all?
Rock