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

Abstract

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.

Documents
2773:21135
[img]
Preview
Case study 1
Regenring-academic-writing_Case-study-01.pdf - Accepted Version

Download (624kB) | Preview
2773:21136
[img]
Preview
All case studies
Regenring-academic-writing_Case-studies.pdf - Accepted Version

Download (1MB) | Preview
Details
Record
Statistics

Downloads

Downloads per month over past year



Downloads each year

View Item View Item