Citation: Burnham, Christopher. “Expressive Pedagogy: Practice/Theory, Theory/Practice.” A Guide To Composition Pedagogies, edited by Gary Tate, Amy Rupiper, and Kurt Schick, Oxford University Press, 2001, 19-35.

Summary:

Expressivist pedagogy, Christopher Burnham tells us, is centered on the individual writer with a strong emphasis on voice. He turns to allies of expressivism such as bell hooks, working in the tradition of Thomas Merton (whether she meant to or not), to illustrate as well the ethical responsibility of teachers to understand themselves and create space for students to do their own work of self-actualization through writing. Then he drills down into the history of expressivism, outlining the contributions of Sharon Crowley and Peter Elbow, among others, who stood against current-traditionalist models of teaching that they felt served to reinforce, or even create, oppressive social norms, seeking to empower the individual voice of the student. Here Burnham dips a toe into the theoretical framework of expressivism, illustrating connections to linguistics, psychology, phenomenology, and existential philosophy. In particular, he focuses on the work of James Britton who imagines most writers occupying roles as either participant or spectator. Expressivism, on the other hand, asks writers to land somewhere in the middle, both immersed in, and stepping outside of their work. So writers not only develop identity, but also place themselves in a social context.

Burnham next examines briefly some of the reaction against expressivism. Critics, he claims, call expressivism idealistic, soft, an unrealistic privileging of personal development over a rigorous engagement with the world that is. In response, Burham writes, expressivist writers have doubled down on the theoretical framework, working to show how expressivism grounds an individual as an aware (woke?) agent for social change. Finally, Burnham looks at some recent work in the field of expressivism, from open dialogical classrooms to holistic education valuing the connection of body, spirit, and mind. He leaves with bell hooks and a return to self-actualization as a means of empowerment. The expressivist teacher, he tells us, promotes well-being, independent thought, and the growth of the individual into an active social consciousness.

Quote Bank:

“Expressivism places the writer at the center, articulates its theory, and develops its pedagogical system by assigning highest value to the writer and her imaginative, psychological, social and spiritual development and how that development influences individual consciousness and social behavior.” (19)

“Expressivist pedagogy encourages, even insists upon, a sense of writer presence even in research-based writing.” (19)

“rhetorical training, central to all education, is a moral undertaking concerned with justice, self-control and virtue.” (21)

“we must teach reflection, and we must use journals in various contexts to help students develop intellectually, cognitively, and ethically.” (21)

“Current-traditional teaching emphasized academic writing in standard forms and “correct” grammar. It reinforced middle-class values, such as social stability and cultural homogeneity.” (22)

“The proof of dissensus, for Elbow and the expressivists, is voice, the individual identity of the writing working in a community.” (23)

“Meaning results from the interaction of teacher and students, writers and readers, process and product—all accomplished through language.” (24)

“Through expressive discourse the self moved from private meaning to shared meaning that results ultimately in some action.” (25)

“In the expressive mode, writers shuttle back and forth between participant and spectator roles, generating ideas, then shaping them into language that can stand on its own… expressive language is the language of learning.” (27)

“expressivists value autonomy as signaled in the concern to empower people through voice, and they believe that indivuals can use personal awereness o act against oppressive material and psychological conditions.” (29)

“agency is impossible in a determined system… resistance becomes possible only through expressivist strategies.” (33)

“teachers must be actively committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students.” (quote of quote? 33, and hooks, “teaching to transgression” 15)

Reflection:

This was an interesting dive into a radical sort of pedagogy. I felt like Burnham did a really nice job of explaining what expressivism is, where it comes from, who defends it, who attacks it, and why it is important. Overall, an impressive piece of rhetoric in its own right, and I’m pretty well convinced.

It didn’t take much, because what I really want is to teach dissent, to rattle that quiet acquiescence so much schooling seems geared towards. Thinking of McRuer’s docile bodies (both teachers and students), I feel like it is time for a change, for greater empowerment, greater recognition and investigation of difference, a loss of cultural coherence in favor of intentional community. Education is valuable if it encourages lively individuals who think for themselves, who can communicate their views without violence, capable of making compromises and achieving real and lasting social evolution. I see the expressivist goals pointed towards this end, and I want to align myself as best I can.

It was interesting to see this text speak of Jung and self-actualization for teachers in a much clearer and more persuasive way than the Paul Lynch article I read last time. Where Lynch sees personal benefit—perhaps relief from burnout or demoralization—Burnham, with aid from hooks, shows the social benefit. The self-actualized teacher is the only one capable of creating the opportunity for growth, the only one who can hold and secure the dangerous space of real, honest communication. To me, learning to foster and hold this kind of space is a goal worth pursuing. It rings true to me that the first step is to raise my own awareness of myself: my biases, my unconscious leanings, my conscious desires.

As I read the article, I also thought about the role of the teacher. In the circumstance that I occupy, how much difference can my philosophy make? If I come to class as a current-traditionalist and emphasize analysis and academic insight, will my class be different? Working under the umbrella of Andrew’s curriculum, will any self-actualization— self-awareness and mindfulness—make a real difference? I like to think so, imagining that when I work in alignment with his aims, bringing my own enthusiasm and authentic voice to the classroom that everyone—the class, myself, the project as a whole—benefits. But is this something we could test? Is there a way to measure teacher impact?

I’m glad I read this article and I support a lot of the expressivist agenda as it’s described. The one thing I keep returning to however, is the place, or lack of place, of literature. Must we do away with great published works of writing so we can focus on our students development of their own voice? Is there some way to engage with literature and also allow for growth of the individual? I think there must be. Maybe Alexandar and Rhodes provided some insight into solving this problem when they spoke of reading a great writer like Gloria Anzaldua and taking on the task of writing with her, as opposed to in reaction to, or imitation of. Practically speaking, I’m not sure how to go about such a project, but I love the concept and will continue turning it over in my mind.

The importance, I think, is that great literature allows a self to experience life as another without the flattening effects Alexander and Rhodes warn us of. In this way, compassion, like consciousness, can be raised through literature. So while the project of individual growth, of finding and exercising a personal voice is important and empowering, so is the project of compassion and empathy—the ability to hear and feel a unique other’s voice. I’m not sure exactly of what I’m reaching towards or trying to say, just that there seems to be something missing from this goal of self-actualization if we leave out compassion. Or that compassion has to develop naturally or is just inborn. On the contrary, I believe that compassion can be taught, and that literature is one of the best ways. Plus? literature is fun!