Abstract
ince the 1970s, much major work in composition has been driven by moral purpose. Beginning at least as early as Mina Shaughnessy's Errors and Expectations, Richard Ohman's English in America, and Ira Shor's Critical Teaching and Everyday Life, researchers have striven to develop theories and practices that further social justice, combat harmful stereotypes, correct imbalances of power in society and the classroom, and provide effective, respectful, and caring instruction to all studentsregardless of gender, ethnicity, class, or sexual orientation. Yet, curiously, our moral gaze has almost completely overlooked one crucial area of our personal and disciplinary responsibility, namely our ethical obligations to the persons whose words and actions we transform into the data of our research.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
