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Reconstructing Writer, Student, Teacher, and Gender Identities - Chinese Students in America
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165 b
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The binary thinking and essentialism prevalent inU.S. dominant discourses on rhetoric, learning,teaching, and gender construct and maintain variousstereotypes that hinder millions of Chineseinternational students in America from finding,transforming, or asserting their identities in thedominant discourses of American academia andculture. Contributing to the discussion of issuesessential to the field of rhetoric and composition,pedagogy, and gender studies,as well to a betterunderstanding of international students from variousperspectives, this project discusses how the westernparadigms of rhetoric, pedagogy, and gender havedismissed Chinese international students' teacher,writer, student, and gender identities asabnormalities to be deconstructed.This project usesidentity theories of Michel Foucault to investigatehow individual identities both submit to andresist the dominant discourses; it also draws uponHomi Bhabha's postcolonial theory to explore thepossibility of creating a space where individualidentities blur the binaries while negotiating withdominant discourse from both cultures.
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