Using a multidisciplinary approach to social justice teaching, this article explores the often invisible impact of double consciousness on adult English language learners in the United States and provides examples of classroom practice that invite students to reflect on its effects. The experience of double consciousness is examined as it relates to English language learner identities. A Critical Language Awareness (CLA) framework and identity-conscious teaching practices are explored to encourage student participation and reflection. This approach, demonstrated through examples used in writing classes, encourages the exploration of identity in the face of oppression by interrogating social constructions and fiction and nonfiction stories containing connected themes. Three classroom lessons and consequent writing are analyzed with a critical discourse lens to examine student responses and reflections on language and identity. Student writing demonstrates that encouraging English language classes to interrogate the language of institutionalized inequity and identity formation can illuminate potential influences of double consciousness, which can empower students to think critically about their identities and choose whether to take steps to mediate the ways in which they could be affected by double consciousness.
{"title":"Writing and identity: Promoting critical discourse amidst double consciousness","authors":"Stephanie Gollobin","doi":"10.1558/wap.35316","DOIUrl":"https://doi.org/10.1558/wap.35316","url":null,"abstract":"Using a multidisciplinary approach to social justice teaching, this article explores the often invisible impact of double consciousness on adult English language learners in the United States and provides examples of classroom practice that invite students to reflect on its effects. The experience of double consciousness is examined as it relates to English language learner identities. A Critical Language Awareness (CLA) framework and identity-conscious teaching practices are explored to encourage student participation and reflection. This approach, demonstrated through examples used in writing classes, encourages the exploration of identity in the face of oppression by interrogating social constructions and fiction and nonfiction stories containing connected themes. Three classroom lessons and consequent writing are analyzed with a critical discourse lens to examine student responses and reflections on language and identity. Student writing demonstrates that encouraging English language classes to interrogate the language of institutionalized inequity and identity formation can illuminate potential influences of double consciousness, which can empower students to think critically about their identities and choose whether to take steps to mediate the ways in which they could be affected by double consciousness.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80298106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing has long been regarded as an act of overt or covert resistance, depending on the contexts in which writers have questioned and challenged those in power and the means, both materially and discursively, by which they have exercised that power. These written acts of resistance have utilized a variety of genres ranging from outright attacks on the ruling classes in the form of political demands and public pronouncements to more subtle critiques of society in essays, novels, and poetry. In contrast to the written texts that openly called for radical societal changes in famous and widely-disseminated manifestos and declarations, some written acts of resistance at times have had to dissimulate their intentions and aims in order to ‘fly under the radar’. While openly critical manifestos aimed to interpellate or ‘hail’ (Althusser, 1971) their intended addresses in a direct call for action, (e.g., Marx and Engels’ The Communist Manifesto in 1848), what are the ways in which equally subversive but seemingly more discreet and circumspect texts call for action in their naming of injustice, inequality, and oppression in the domains of race, class, gender, and sexuality? Are the discursive methods and appeals to readers involved similar in these two different approaches, and how has resistance, rebellion, and even revolution been dialogically co-created at different historical junctures? What do written acts of resistance mean today in our current age of neoliberal and increasingly nationalistic demagoguery as it has been enacted in countries
{"title":"Writing as resistance in an age of demagoguery","authors":"Christian W. Chun","doi":"10.1558/wap.40490","DOIUrl":"https://doi.org/10.1558/wap.40490","url":null,"abstract":"Writing has long been regarded as an act of overt or covert resistance, depending on the contexts in which writers have questioned and challenged those in power and the means, both materially and discursively, by which they have exercised that power. These written acts of resistance have utilized a variety of genres ranging from outright attacks on the ruling classes in the form of political demands and public pronouncements to more subtle critiques of society in essays, novels, and poetry. In contrast to the written texts that openly called for radical societal changes in famous and widely-disseminated manifestos and declarations, some written acts of resistance at times have had to dissimulate their intentions and aims in order to ‘fly under the radar’. While openly critical manifestos aimed to interpellate or ‘hail’ (Althusser, 1971) their intended addresses in a direct call for action, (e.g., Marx and Engels’ The Communist Manifesto in 1848), what are the ways in which equally subversive but seemingly more discreet and circumspect texts call for action in their naming of injustice, inequality, and oppression in the domains of race, class, gender, and sexuality? Are the discursive methods and appeals to readers involved similar in these two different approaches, and how has resistance, rebellion, and even revolution been dialogically co-created at different historical junctures? What do written acts of resistance mean today in our current age of neoliberal and increasingly nationalistic demagoguery as it has been enacted in countries","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77073847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The term resistance has been an evolving concept in literacy and composition studies. While much has been studied in terms of student resistance in high schools, first-year composition classrooms, and in university writing centers, little is known about how resistance occurs in afterschool tutoring programs between volunteer writing tutors and their tutees. Using an ethnographic case study approach, this paper examines how three adult volunteer writing tutors made sense of resistance in working with their adolescent tutees in an urban tutoring program. The findings showed that tutor attitudes, values, and reactions shaped their experience of resistance in a variety of ways including a) misreading tutee signals of engagement; b) masking expectations of cultural and linguistic compliance within a discourse of resistance; and c) embracing resistance as a bridge to tutor growth. The author uses these findings to inform current conceptions of student resistance and compliance and to provide implication for volunteer tutor training.
{"title":"Making sense of resistance in an afterschool tutoring program: Learning from volunteer writing tutors","authors":"Robert Kohls","doi":"10.1558/wap.36023","DOIUrl":"https://doi.org/10.1558/wap.36023","url":null,"abstract":"The term resistance has been an evolving concept in literacy and composition studies. While much has been studied in terms of student resistance in high schools, first-year composition classrooms, and in university writing centers, little is known about how resistance occurs in afterschool tutoring programs between volunteer writing tutors and their tutees. Using an ethnographic case study approach, this paper examines how three adult volunteer writing tutors made sense of resistance in working with their adolescent tutees in an urban tutoring program. The findings showed that tutor attitudes, values, and reactions shaped their experience of resistance in a variety of ways including a) misreading tutee signals of engagement; b) masking expectations of cultural and linguistic compliance within a discourse of resistance; and c) embracing resistance as a bridge to tutor growth. The author uses these findings to inform current conceptions of student resistance and compliance and to provide implication for volunteer tutor training.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83394479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two and a half million adolescent girls have experienced some form of sexual violence in India; significantly, they make up a quarter of all rape cases, despite being a small percentage of the population (Raj and McDougal, 2014). Parents and girls’ fears about safety contributes to their high dropout rates within Indian education, but thus far there has been little research on this topic. Focusing on underprivileged adolescent girls at an afterschool site in Mumbai, India, this qualitative study investigates how within this landscape of sexual violence, writing serves as a medium to name, resist, and transform it. Specifically, we scrutinize the articulation of resistance which attempts to contest social norms, cultural conventions, and other forms of everyday hegemony. We examine data extracts from essays written by three adolescent girls participating in the afterschool program as part of a pilot study that took place in December 2016. The analysis of these extracts illuminates how the girls, through their writing, articulate their vulnerabilities about their own and others’ personal safety. Furthermore, it reveals how it is connected to their ability to access education. Moreover, it highlights the ways in which the girls resist parental and other socio-cultural pressures. Finally, the analysis sheds light on the complex and powerful ways in which the girls assert their independence, demand autonomy over their lives, and exercise agency. Ultimately, this investigation offers a path forward for Indian educators to reimagine girls’ education in light of girls’ safety issues, using writing as a space to articulate a literacy of resistance and hope.
{"title":"Schools, sexual violence, and safety: Adolescent girls and writing resistance at an afterschool program in suburban Mumbai","authors":"Usree Bhattacharya, Kathleen R. McGovern","doi":"10.1558/wap.35680","DOIUrl":"https://doi.org/10.1558/wap.35680","url":null,"abstract":"Two and a half million adolescent girls have experienced some form of sexual violence in India; significantly, they make up a quarter of all rape cases, despite being a small percentage of the population (Raj and McDougal, 2014). Parents and girls’ fears about safety contributes to their high dropout rates within Indian education, but thus far there has been little research on this topic. Focusing on underprivileged adolescent girls at an afterschool site in Mumbai, India, this qualitative study investigates how within this landscape of sexual violence, writing serves as a medium to name, resist, and transform it. Specifically, we scrutinize the articulation of resistance which attempts to contest social norms, cultural conventions, and other forms of everyday hegemony. We examine data extracts from essays written by three adolescent girls participating in the afterschool program as part of a pilot study that took place in December 2016. The analysis of these extracts illuminates how the girls, through their writing, articulate their vulnerabilities about their own and others’ personal safety. Furthermore, it reveals how it is connected to their ability to access education. Moreover, it highlights the ways in which the girls resist parental and other socio-cultural pressures. Finally, the analysis sheds light on the complex and powerful ways in which the girls assert their independence, demand autonomy over their lives, and exercise agency. Ultimately, this investigation offers a path forward for Indian educators to reimagine girls’ education in light of girls’ safety issues, using writing as a space to articulate a literacy of resistance and hope.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81319303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stray dogs: Interviews with working-class writers edited by Daniel M. Mendoza. (Down & Out Books: Lutz, Fl., 2016), 147 pages. $6.99 (eBook)
《流浪狗:对工人阶级作家的采访》，丹尼尔·m·门多萨编辑。(Down & Out Books: Lutz, Fl.， 2016)， 147页。6.99美元(电子书)
{"title":"Stray dogs: Interviews with working-class writers, edited by Daniel M. Mendoza","authors":"John Lepley","doi":"10.1558/wap.35310","DOIUrl":"https://doi.org/10.1558/wap.35310","url":null,"abstract":"Stray dogs: Interviews with working-class writers edited by Daniel M. Mendoza. (Down & Out Books: Lutz, Fl., 2016), 147 pages. $6.99 (eBook)","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72442854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark Shum, Dan Shi, Xianmin Huang, C. Tai, Wan-shan Yung
This paper aims to investigate the effectiveness of Halliday’s Sydney School genrebased approach in teaching Chinese written composition to South Asian ethnic minority students in Hong Kong. Chinese language, with its heightened status in Hong Kong, holds a key for South Asians with low socio-economic status to obtain upward mobility (Shum, Gao, Tsung, and Ki, 2011). However, South Asian ethnic minority students, as a disadvantaged group of second language learners, lack sufficient parental and institutional support in Chinese language learning. The genrebased pedagogy derived from Halliday’s Systemic Functional Linguistics (SFL) was applied in this study to improve Chinese language performance of South Asian ethnic minority students for a better chance to participate in mainstream society. The SFL approach is primarily concerned with language choice in social situations and has been widely applied in sociolinguistics (Hyland, 2007, 2012). Its latest model in language teaching methodology, the ’Reading to Learn, Learning to Write’ (R2L) pedagogy, is a genre-based teaching strategy which is designed to guide students to experience different levels of language through extensive classroom reading and writing activities with selected texts. The current study is intended to extend the approach to teaching and learning Chinese as a second language. The employment of genre-based pedagogy aims to support South Asian students with their learning of Chinese written composition in the senior secondary curriculum. The Chinese teachers involved were first provided with appropriate training in the genre-based approach to language teaching focusing on the genres of Narration and Explanation. Research data were collected while the teachers began to use theand Explanation. Research data were collected while the teachers began to use the and Explanation. Research data were collected while the teachers began to use the genre-based teaching approach, by means of pre- and post-tests after and before genre instruction. Text analysis based on SFL was then employed to analyze the students’ written composition in both pre- and post-tests in order to understand the effectiveness of the genre-based pedagogy in teaching Chinese as a second language. The finding shows that the students at the high, medium, and low levels improved both in the construction of schematic structure and the variation of lexicogrammatical choices from the whole-text, sentence and word levels respectively in their writing performance. Hopefully, the findings will help curriculum development and teacher education for teaching Chinese as a second language to non-Chinese speaking students in Hong Kong and beyond.
本文旨在探讨韩礼德的悉尼学派体裁教学法在香港南亚少数民族学生中文写作教学中的有效性。中文在香港地位的提高，是社会经济地位较低的南亚人获得向上流动的钥匙(Shum, Gao, Tsung, and Ki, 2011)。然而，南亚少数民族学生作为第二语言学习者的弱势群体，在汉语学习中缺乏足够的家长和机构支持。本研究采用韩礼德系统功能语言学的体裁教学法，旨在提高南亚少数民族学生的汉语水平，使其有更好的机会参与主流社会。SFL方法主要关注社会情境中的语言选择，在社会语言学中得到了广泛应用(Hyland, 2007, 2012)。其最新的语言教学模式是“从阅读中学习，从学习中写作”(R2L)教学法，这是一种基于体裁的教学策略，旨在通过广泛的课堂阅读和写作活动，引导学生体验不同层次的语言。本研究旨在将此方法推广到汉语作为第二语言的教学中。采用体裁教学法的目的是支持南亚学生在高中课程中学习中文写作。参与的中国教师首先接受了以体裁为基础的语言教学方法的适当培训，重点是叙述和解释的体裁。研究数据收集的同时，教师开始使用和解释。研究数据收集的同时，教师开始使用和解释。在教师开始采用体裁教学法的同时，通过体裁教学前后的前后测试收集研究数据。在此基础上，运用语篇分析方法分析了学生在测试前和测试后的作文，以了解体裁教学法在对外汉语教学中的有效性。结果表明，高、中、低水平学生的写作水平在图式结构的构建和词汇语法选择的变化方面分别从全文、句子和单词三个层面有所提高。希望这些研究结果能对课程发展和教师教育有所帮助，帮助香港及其他地区的非华语学生学习中文作为第二语言。
{"title":"Using the Genre-based Approach in Teaching Chinese Written Composition to South Asian Ethnic Minority Students in Hong Kong","authors":"Mark Shum, Dan Shi, Xianmin Huang, C. Tai, Wan-shan Yung","doi":"10.1558/wap.36916","DOIUrl":"https://doi.org/10.1558/wap.36916","url":null,"abstract":"This paper aims to investigate the effectiveness of Halliday’s Sydney School genrebased approach in teaching Chinese written composition to South Asian ethnic minority students in Hong Kong. Chinese language, with its heightened status in Hong Kong, holds a key for South Asians with low socio-economic status to obtain upward mobility (Shum, Gao, Tsung, and Ki, 2011). However, South Asian ethnic minority students, as a disadvantaged group of second language learners, lack sufficient parental and institutional support in Chinese language learning. The genrebased pedagogy derived from Halliday’s Systemic Functional Linguistics (SFL) was applied in this study to improve Chinese language performance of South Asian ethnic minority students for a better chance to participate in mainstream society. The SFL approach is primarily concerned with language choice in social situations and has been widely applied in sociolinguistics (Hyland, 2007, 2012). Its latest model in language teaching methodology, the ’Reading to Learn, Learning to Write’ (R2L) pedagogy, is a genre-based teaching strategy which is designed to guide students to experience different levels of language through extensive classroom reading and writing activities with selected texts. The current study is intended to extend the approach to teaching and learning Chinese as a second language. The employment of genre-based pedagogy aims to support South Asian students with their learning of Chinese written composition in the senior secondary curriculum. The Chinese teachers involved were first provided with appropriate training in the genre-based approach to language teaching focusing on the genres of Narration and Explanation. Research data were collected while the teachers began to use theand Explanation. Research data were collected while the teachers began to use the and Explanation. Research data were collected while the teachers began to use the genre-based teaching approach, by means of pre- and post-tests after and before genre instruction. Text analysis based on SFL was then employed to analyze the students’ written composition in both pre- and post-tests in order to understand the effectiveness of the genre-based pedagogy in teaching Chinese as a second language. The finding shows that the students at the high, medium, and low levels improved both in the construction of schematic structure and the variation of lexicogrammatical choices from the whole-text, sentence and word levels respectively in their writing performance. Hopefully, the findings will help curriculum development and teacher education for teaching Chinese as a second language to non-Chinese speaking students in Hong Kong and beyond.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75870965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angela M. Kohnen, Kathryn Caprino, S. Crane, Jane S. Townsend
This article identifies how a cohort of preservice teachers educated during the No Child Left Behind Era thought about the teaching of writing when they entered a secondary English Language Arts (ELA) teacher preparation program. Most participants shared the beliefs that: (1) writing was primarily the demonstration of specific skills, often on a standardized test; (2) alternatives to the five-paragraph essay would be extra, with formulaic writing central to instruction; (3) teachers had little role in student writing development beyond assigning writing; (4) feedback on writing should be ‘objective’ and tied to a grade; and (5) the purpose of ELA is primarily to teach literature. Authors believe identifying preservice teachers’ beliefs about writing and the role of the writing teacher at the beginning of a program can help teacher educators design experiences to expand students’ notions of literacy and of writing instruction.
{"title":"Where is the Writing Teacher? Preservice Teachers’ Perspectives on the Teaching of Writing","authors":"Angela M. Kohnen, Kathryn Caprino, S. Crane, Jane S. Townsend","doi":"10.1558/wap.37278","DOIUrl":"https://doi.org/10.1558/wap.37278","url":null,"abstract":"This article identifies how a cohort of preservice teachers educated during the No Child Left Behind Era thought about the teaching of writing when they entered a secondary English Language Arts (ELA) teacher preparation program. Most participants shared the beliefs that: (1) writing was primarily the demonstration of specific skills, often on a standardized test; (2) alternatives to the five-paragraph essay would be extra, with formulaic writing central to instruction; (3) teachers had little role in student writing development beyond assigning writing; (4) feedback on writing should be ‘objective’ and tied to a grade; and (5) the purpose of ELA is primarily to teach literature. Authors believe identifying preservice teachers’ beliefs about writing and the role of the writing teacher at the beginning of a program can help teacher educators design experiences to expand students’ notions of literacy and of writing instruction.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87778458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to contribute knowledge on children’s narrative writing from a pedagogical perspective. Through analyses of nine- to ten-year-old students’ narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspective. A total of 80 narratives written by students have been analyzed, and five qualitatively different approaches to writing were seen. Narrative writing can be approached as describing events, solving a problem, creating action, making jokes and composing a narrative. A comparison between these approaches revealed five aspects that are critical for children to discern in order to develop the ability to write narratives: the discernment of a reader, the function of a narrative, the narrative structure, coherence, and duration. These aspects can be discerned in a more or less powerful way. The study contributes to the field by offering teachers guidance in what aspects are critical to address when teaching narrative writing in school.
{"title":"How to compose a narrative: Students’ approaches and pedagogical implications","authors":"Anja Thorsten","doi":"10.1558/WAP.33676","DOIUrl":"https://doi.org/10.1558/WAP.33676","url":null,"abstract":"The purpose of this paper is to contribute knowledge on children’s narrative writing from a pedagogical perspective. Through analyses of nine- to ten-year-old students’ narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspective. A total of 80 narratives written by students have been analyzed, and five qualitatively different approaches to writing were seen. Narrative writing can be approached as describing events, solving a problem, creating action, making jokes and composing a narrative. A comparison between these approaches revealed five aspects that are critical for children to discern in order to develop the ability to write narratives: the discernment of a reader, the function of a narrative, the narrative structure, coherence, and duration. These aspects can be discerned in a more or less powerful way. The study contributes to the field by offering teachers guidance in what aspects are critical to address when teaching narrative writing in school.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81937726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive dissonance refers to an experience of incongruity between an entrenched understanding of a phenomenon or concept and a new piece of cognition. If unaddressed, dissonance can be at the heart of international students’ unresolved dilemmas, unspoken feelings, and unshared stories, facts and experiences. In response, pedagogy needs to tap cognitive dissonance that issues from cultural diversityinduced viewpoints, cognitive perceptions, and beliefs on the part of international students, enriching and equalizing the learning environment. Within the framework of postmodernism and social constructivism, this paper offers multiple strategies for the utilization of cognitive dissonance. It is based on three data sources. First, following approval from the Institutional Review Board (IRB) and the informed consent procedure, interviews instructors at a university in a mid-West American city highlight instructors’ experiences with and strategies pertaining to engagement of dissonance. Second, the author’s first-hand experiences of dissonance in the United States have been incorporated. Third, the existing literature relevant to the study has been used.
{"title":"Inclusive pedagogy: Tapping cognitive dissonance experienced by international students","authors":"R. Jain","doi":"10.1558/WAP.34884","DOIUrl":"https://doi.org/10.1558/WAP.34884","url":null,"abstract":"Cognitive dissonance refers to an experience of incongruity between an entrenched understanding of a phenomenon or concept and a new piece of cognition. If unaddressed, dissonance can be at the heart of international students’ unresolved dilemmas, unspoken feelings, and unshared stories, facts and experiences. In response, pedagogy needs to tap cognitive dissonance that issues from cultural diversityinduced viewpoints, cognitive perceptions, and beliefs on the part of international students, enriching and equalizing the learning environment. Within the framework of postmodernism and social constructivism, this paper offers multiple strategies for the utilization of cognitive dissonance. It is based on three data sources. First, following approval from the Institutional Review Board (IRB) and the informed consent procedure, interviews instructors at a university in a mid-West American city highlight instructors’ experiences with and strategies pertaining to engagement of dissonance. Second, the author’s first-hand experiences of dissonance in the United States have been incorporated. Third, the existing literature relevant to the study has been used.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77524736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Ratković, M. K. McGinn, D. Martinovic, Ruth Mcquirter Scott
In this paper, we investigated a model of academic development based upon a recurring residential academic writing retreat combining individual writing times, workshops, work-in-progress groups and one-on-one consultations with shared meals and informal gatherings in a natural environment. Using a case study research approach, we analysed data accumulated from seven annual residential writing retreats for education scholars. Participants included 39 academics, administrative staff, senior doctoral students and community partners from multiple institutions. We found evidence that the retreats enhanced participants’ knowledge of writing and publishing processes, advanced their academic careers, built scholarly capacity at their institutions and strengthened writing pedagogy. The data indicated that the presence of writing and writers at the residential academic writing retreats generated presents (i
{"title":"A Shared Cabin in the Woods: The Presence and Presents of Writing in Residential Academic Writing Retreats","authors":"S. Ratković, M. K. McGinn, D. Martinovic, Ruth Mcquirter Scott","doi":"10.1558/wap.35630","DOIUrl":"https://doi.org/10.1558/wap.35630","url":null,"abstract":"In this paper, we investigated a model of academic development based upon a recurring residential academic writing retreat combining individual writing times, workshops, work-in-progress groups and one-on-one consultations with shared meals and informal gatherings in a natural environment. Using a case study research approach, we analysed data accumulated from seven annual residential writing retreats for education scholars. Participants included 39 academics, administrative staff, senior doctoral students and community partners from multiple institutions. We found evidence that the retreats enhanced participants’ knowledge of writing and publishing processes, advanced their academic careers, built scholarly capacity at their institutions and strengthened writing pedagogy. The data indicated that the presence of writing and writers at the residential academic writing retreats generated presents (i","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81650945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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