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Abstract
This article reviews the use of teaching conflict pedagogy, specifically war narratives, in order to evaluate positions of power. It utilizes the views of composition theorists, rhetoricians, essayists, and fiction writers in an effort to disengage students from unproductive argumentative models. The advantage of teaching rhetorical narratives that are multivocal is to challenge past polarities and forge confrontational cooperation.
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Notes on contributors
Laurie C. Alkidas
Laurie Alkidas currently teaches college prep courses in British and American Literature in Pontiac, Michigan and is currently researching women's narratives of war. This article was originally a pilot composition curriculum at Wayne State University that dealt with conflict pedagogy.