Students and Illocutionary Discourse: The Challenge of Practice, the Benefits of Theory

Susan R. Takata, University of Wisconsin, Parkside
Jeanne Curran, California State Univ. - Dominguez Hills

ABSTRACT
Along with our students from the California State University, Dominguez Hills, and the University of Wisconsin, Parkside, we have been working together on illocutionary discourse inside the classroom and out in the community. Our focus is on teaching for peace and social justice in order to create a general awareness in the populace, through community teaching and involvement, and through liberal arts education, of the harm we inflict on Others through our denial that there is harm, through our denial of any complicity in that harm, and through our unstated assumjptions that privilege comes to us through "rights" that need not be questioned in terms of justice and fairness. This is one of several collaborative writing projects through the Dear Habermas web site, a postmodern journal for undergraduates by undergraduates (http://www.csudh.edu/dearhabermas). The purpose of this roundtable discussion is to share our illocutionary discourse.

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Updated 05/20/2006