Risky writing: Working with a heteroglossic pedagogy to deepen pre-service teachers’ learning

Mendelowitz, Belinda; Dixon, Kerryn

doi:10.18820/2519593x/pie.v34i1.9

Cited by 2 publications

(2 citation statements)

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“…Two female students presented a role play in which a Zulu female confronts her Zulu boyfriend about his absence from her birthday party. The boyfriend withholds an explanation and the girlfriend becomes increasingly frustrated but is ultimately powerless to elicit the response that she desires because of specific cultural and gender dynamics (Mendelowitz and Dixon, 2016). The two female students explored an "interplay of possibilities" (Misson and Morgan, 2006, p. 156) by using multiple voices, gender-crossing and code-switching between English, Zulu and Tsotitaal (an expressive street speech of young people in South African townships).…”

Section: Methodsmentioning

confidence: 99%

“…The lecturers framed the key issues emerging from each presentation using the relevant sociolinguistic concepts (such as language choice, language varieties, register, power and identities), hence modelling the process of analysing dialogues as preparation for the assignment. While scaffolding for this assignment is not the focus of this paper, it has been described and analysed in detail in Mendelowitz and Dixon (2016).…”

Section: Methodsmentioning

confidence: 99%

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Conceptualising and enacting the critical imagination through a critical writing pedagogy

Mendelowitz

2017

ETPC

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Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take. Design/methodology/approach This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically. Findings A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing. Research limitations/implications Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts. Practical implications The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms. Originality/value This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%