Harris recommends a new pedagogy. “Such a pedagogy helps remind us that the borders of most discourses are hazily marked and often travelled, and that the communities they define are
thus often indistinct and overlapping… Rather than framing our work in terms of helping students move from one community of discourse into another, then, it might prove more useful (and accurate) to view our task as adding to or complicating their uses of language” (17). Also, Harris argues that we should use the metaphor of a city rather than community:
I would urge, instead, that we think of it as taking place in something more like a city. That is, instead of presenting
academic discourse as coherent and well defined, we might be better off viewing it as polyglot, as a sort of space in which
competing beliefs and practices intersect with and confront one another. One does not need consensus to have
community. Matters of accident, necessity, and convenience hold groups together as well. Social theories of reading and
writing have helped to deconstruct the myth of the autonomous essential self. There seems little reason now to grant a
similar sort of organic unity to the idea of community…Indeed, I would suggest that we reserve our uses of community to
describe the workings of such specific and local groups. (20)