Abstract
Composition instructors often feel the urge to bring pressing world issues into the classroom. Certainly, the actions of our government since 9/11 have prompted all sorts of assignments delving into the Patriot Act, the war in Iraq, propaganda, and terrorism. Two things strike me about the immediacy or felt need of such assignments: (1) their ahistorical nature, and (2) their mainte nance of a teacher-centered classroom. As we continue to explore the boundaries of just what we should be teaching in undergraduate English courses, I think we need to pause and reflect on these two pedagogical issues. Our students' expectations for our writing courses cannot be overlooked when we discuss such issues. Indeed, the prevalent student conception that graduating from college will lead to job security needs to be problematized within our coursework more than ever. We know that foreign outsourcing will further complicate the careerist desires of our students in the years to come. Education no longer offers much protection against the effects of globalization, as the types of jobs being offshored now include white-collar professions usually filled by college graduates
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