This article further develops earlier versions of transformative pedagogy (e.g., Bartholomae and Petrosky's, Bizzell's, Lu's, Horner's), demonstrating how the self-reflexive tactics required in an analysis of professional practice make visible the ways that compositionists authorize academic discourse. David Bartholomae describes this as the teachers' unconscious need to "see ourselves in what [students] do." The pedagogical method proposed explains how features like "objectivity," "clarity," and [constraining] "voice" in academic discourse are misrecognized in our own rhetoric AND in our evaluations of our students. Because we demand these stylistic and institutionalized conventions of academic discourse from our students, we should-the paper argues-include students in the practices by which we "normalize" these conventions. This article suggests how we might include students in our evaluative practices and discusses the successful results of one such effort.
Hindman, J. (1999). Inventing academic discourse: Teaching (and learning) marginal poise and fugitive truth. Journal of Basic Writing, 18(2), 23-46.