College composition is fundamentally a middle-class enterprise and is conducted by middle-class professionals, while student demographics show increasing presence of the working class. In spite of best intentions to relieve social class inequities, says Irvin Peckham, many critical pedagogies merely reproduce them.
In Going North Thinking West, Peckham argues for more clarity on the history of critical thinking, social class structures, and teacher identity, while he undertakes a skeptical look at teaching practices with which even he identifies. Critical thinking itself, Peckham suggests, is a middle-class projection, and the belief that it is linked with effective writing skills may in fact cause writing teachers to misread their students. Both the idea that argumentation is the obvious and necessary form of academic discourse and the conviction that social transformation is a purpose of the classroom need to be examined.
Peckham looks to Bourdieu's critique of intellectuals for insight. He re-reads Freire, and he explores published examples of "unsuccessful" student work as means of uncovering how even committed progressive teachers can simply reproduce traditional social class structures.
Ultimately, Going North Thinking West advocates a collaborative investigation of students' worlds as the first step in a successful writing pedagogy. It is an argument for re-orienting pedagogy toward service to students rather than transforming them.
A long-time writing program administrator and well-respected iconoclast, Irvin Peckham is strongly identified with progressive ideologies in education. However, in Going North Thinking West, Peckham mounts a serious critique of what is called critical pedagogy—primarily a project of the academic left—in spite of his own sympathies there.
College composition is fundamentally a middle-class enterprise, and is conducted by middle-class professionals, while student demographics show increasing presence of the working class. In spite of best intentions to ameliorate inequitable social class relationships, says Peckham, critical pedagogies can actually contribute to reproducing those relationships in traditional forms—not only perpetuating social inequities, but pushing working class students toward self-alienation, as well.
Peckham argues for more clarity on the history of critical thinking, social class structures and teacher identity (especially as these are theorized by Pierre Bourdieu), while he undertakes a critical inquiry of the teaching practices with which even he identifies.
Going North Thinking West focuses especially on writing teachers who claim a necessary linkage between critical thinking and writing skills; these would include both teachers who promote the fairly a-political position that argumentation is the obvious and necessary form of academic discourse, and more controversial teachers who advocate turning a classroom into a productive site of social transformation.
Ultimately, Peckham argues for a rereading of Freire (an icon of transformational pedagogy), and for a collaborative investigation of students’ worlds as the first step in a successful writing pedagogy.
It is an argument for a pedagogy based on service to students rather than on transforming them.
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