Learning with letters: epistolary pedagogy in anthropology at the University of the Witwatersrand during the Covid-19 pandemic

IF 0.9 3区 社会学 Q3 ANTHROPOLOGY Anthropology Southern Africa Pub Date : 2021-07-03 DOI:10.1080/23323256.2021.1974305
Z. Erasmus
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Abstract

This article is about the use of long-form letters in the pandemic-pedagogical practice of a third-year undergraduate and writing-intensive course titled “‘Race’ and What it Means to be Human” and offered in anthropology at the University of the Witwatersrand in 2020. It was part of the university’s Writing Programme and of a project on epistolary pedagogy which emerged when the Covid-19 pandemic started in South Africa. I provide a reflexive analysis of five pedagogical practices: epistolary pedagogy; “the epistolarium,” a concept introduced by Liz Stanley; voice; writing as thinking; and pedagogical care. I draw on 10 student portfolios selected across grade bands from a class of 60. The data includes student responses to two introductory writing exercises, extracts from their notebooks and reflections on the course, response letters to students by the tutors and my letters to the class. I argue that letter writing created a dialogical presence that mediated the absence, distance and dispersion amongst teachers and learners enforced by the pandemic. Its facilitation of writing as thinking makes letter writing an effective form of learning beyond the pandemic.
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通过书信学习:新冠肺炎大流行期间威特沃特斯兰德大学人类学的书信教学法
本文是关于在2020年威特沃特斯兰德大学人类学专业开设的题为“‘种族’及其对人类的意义”的三年级本科和写作强化课程的流行病学教学实践中使用长格式信件的情况。这是该大学写作计划和书函教学法项目的一部分,该项目是在Covid-19大流行在南非开始时出现的。我提供了五种教学实践的反思性分析:书信体教学法;" epistolarium "这个概念是由Liz Stanley提出的;的声音;写作即思考;以及教学关怀。我从一个60人的班级中选择了10个不同年级的学生作品集。这些数据包括学生对两个介绍性写作练习的回答、他们的笔记摘录和对课程的反思、导师给学生的回应信和我给全班的信。我认为,写信创造了一种对话的存在,调解了大流行造成的教师和学生之间的缺席、距离和分散。它将写作视为思维的便利,使写信成为一种超越疫情的有效学习形式。
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