Christopher Ferry: "Theory, Research, Practice, Work"

Christopher Ferry’s “Theory, Research, Practice, Work” begins with Paulo Freire’s argument that education must be a process by which students and teachers transform reality and become more fully human by working together. Ferry notes that “Praxis” is central to this process—praxis being the interaction between thought (refection) and action. In order for the process to be effective, both components must be present.

Ferry then goes on to use Freire’s praxis concept to examine the different components of composition studies: theory, research, practice, and work. He also seeks to find the place in which “work” fits within the realm of higher education. What exactly is this “work”? What exactly is it that we do?  

“what we have in composition now is an unbalanced praxis, one that seems focused on reflection at the expense of action (or to put in more appropriate terms for this essay, a praxis focused on theory at the expense of work).”

“I want to make a case that in composition our focus on theory leads us to overlook the teaching of writing”

Ferry writes that we perceive theory and practice as separate. He discusses the historical shift that occurred within universities, a change that placed more emphasis on research than teaching. Now, there are apparently some who see writing teachers as part of the “academic working class”. Ferry notes that most of the time, when academics are referring to their work, they are not referring to the act of teaching; they are referring to their own writing or their research.

The divide between the two realms of the English department—literature and composition studies—is also discussed. Referring to writing teachers, Ferry references David Bartholomae: “As a professor, you’re not identified with something of great cultural value, like Shakespeare or the English novel…. You’re identified with the minds and words of 18-year olds”.   

Going back to Paulo Freire’s concept of praxis, Ferry stresses the idea that there must be a dialog between reflection and action, between humans to name and transform the world. Teachers must work with students; learning must take place together, continuously. Ferry discusses the idea the classroom as “a culture in progress” and as a grounds for theory-work. Learning environments should be inclusive and there is a need to replace the “us versus them” model, to break down the power structure.