Re-genering academic writing. Case Study 1: Collages

Burns, Tom, Sinfield, Sandra and Abegglen, Sandra (2018) Re-genering academic writing. Case Study 1: Collages. Journal of Writing in Creative Practice, 11 (2). pp. 181-190. ISSN 1753-5190

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Abstract / Description

The starting point of our re-genering experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often labelled as ‘deficit’. We, as learning developers and educationists, started by welcoming and valuing students for who they were, rather than remediating them because of what they were not. Our teaching started with their strengths and assets: their commitment and engagement; and what they could do and what challenge they could rise to without the need for the specific cultural and academic capital typically already possessed by the traditional, middle-class student. The present article and mini-case studies (see also ‘Cabinet of Curiosity’ pp. 211–15, ‘Games and Board Games’ pp. 261–66, ‘Digital Storytelling’ pp. 275–78 and ‘Multimodal Exhibition’ pp. 291–303) present some of the ludic work we have undertaken with our students. This article contains Case Study 1.

Item Type:	Article
Additional Information:	** From Crossref via Jisc Publications Router.
Uncontrolled Keywords:	collage; critical thinking; higher education; ludic spaces; playful learning and teaching; pre-writing; visual practices; widening participation
Subjects:	100 Philosophy & psychology > 150 Psychology 300 Social sciences > 370 Education 800 Literature & rhetoric
Department:	Centre for Professional Education and Development (CPED)
SWORD Depositor:	Pub Router
Depositing User:	Pub Router
Date Deposited:	13 Aug 2018 15:13
Last Modified:	08 Apr 2020 09:49
URI:	https://repository.londonmet.ac.uk/id/eprint/2773

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