Negotiating Ideology in a Postmodern Pedagogy

In rhetoric and composition fields, postmodernism is a relatively new theoretical approach in how to teach writing, and it is even more difficult to determine its pedagogical applications. It is inarguable that we live in a postmodern world, and there is not any field that can safely isolate itself from the influence of postmodernism’s plurality and acceptance of different values. The main point of contention seems to be that if postmodernist theory is becoming more detrimental to composition studies, how can it be transferred to the classroom? More specifically, how can the rhetorical concept of invention be encouraged in a postmodernist pedagogy? Specifically looking at rhetorical invention, what does postmodernist invention in writing look like? In answering these questions, one should be able to clearly see that the values of invention parallel nicely with the characteristics of postmodern theory. Postmodernist pedagogy requires constant analysis and encouragement of critical thinking at all levels of the writing process. Building on the work of James Berlin, dialogic teaching plays a crucial part in the negotiating of ideologies and social codes that ultimately transfers to student writing where students are encouraged to invent outside of the societal constructions.