Breuch, Lee-Ann M. Kastman. “Post Process ‘Pedagogy’: A Philosophical Exercise.” Cross-Talk in Comp Theory, edited by Victor Villanueva and Kristin L. Arola, National Council of Teachers of English, 2011, pp. 97-125.

In the article, “Post Process ‘Pedagogy’: A Philosophical Exercise,” Lee-Ann M. Kastman Breuch argues that “post-process scholarship is shortchanged by the continued emphasis on process in that the broader implications of post-process theory have very little to do with process” (98). Breuch supports her argument by critiquing the arguments of many scholars, as well as examining Thomas Kent’s arguments. Her purpose is to closely examine the utility and limitations of post-process theory in order to better know what it can contribute to pedagogy.  Her argument is aimed at her fellow scholars and teachers. As a student and possible future teacher, I found her evidence to be appealing, as she concludes that there should be an emphasis on the students’ needs and willingness to adapt to those needs as teachers.