On the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of “others” in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing.
For two fields that have so much in common, very little dialogue exists between them. Crossing Borderlands attempts to establish such an exchange in the hopes of creating a productive “borderland” where they can work together to realize common goals.
[Lunsford and Ouzgane] broaden our understanding of how best to approach the ever-widening number of students of color in our classrooms. I think this is a great book—about time, even.
A rich and intensive introduction to postcolonial studies' relationship to composition research and teaching that can provide educators with a much deeper understanding of what it means for multicultural students to negotiate American systems of education. These essays contribute a strong argument expanding the ways that the two fields can inform each other's work.
This collection is really quite wonderful in its multiplicity. . . . Well suited to undergraduate teacher education, to graduate courses in composition theory and practice, as it is to what I hope will be an engagement by comp scholars.
Provides a dynamic illustration of the changing face of English studies, in part because the essays struggle to define and locate the field of postcolonial studies within or in relation to it.
Certainly carves new pedagogical paths and broadens a rhet-comp critical purview.