Some people were a bit non-committal; the idea with the dissonance blog was to explore but then commit. Regardless, make sure you narrow and choose your topic ASAP. We can revise this list as necessary.
We are technically in the next phase of the project, which is to research and compile and annotated bibliography of a minimum ~6 sources (due in a couple weeks). I suppose the blog would be an appropriate place for your annotations, i.e., using your blog as an informal research journal (though you should also record formal citation of source).
Keep us all updated as your topic evolves.
My sense of your sense of your research topics:
- Jessica McCall - Reflection/metacognition in writing development
- Patricia Waters - History/influence of women in science/nursing writing
- Stephanie Taylor - Text-messaging/instant messaging as dialect and writing practice
- Monica Zarazua - teaching writing from the student perspective, or the role of reading in the writing classroom, or the ends of writing instruction
- Gina Sully - Liberatory/critical pedagogy and subjectivity in the writing classroom [revised]
- Ashley Nebe - Teaching writing to Standard English Learners (with technology?)
- Jason Coley - The rhetoric of video games (& possible implications for writing instruction)
- Susan Garcia - The role of technology in (workplace?) collaboration
2 comments:
I'm actually hoping to explore whether there is a contradiction between a liberatory pedagogy and the way(s) writing constructs identity, with identity conceived as the public expression of an aspect (or aspects) of subjectivity.
Okay. More clarification. I'm exploring whether it's possible to resolve the apparent contradiction between a liberatory pedagogy and the ways identity is constructed through writing. If one constructs identity through writing, do we limit the number of possible identities available to our students when we create assignments? How can this be reconciled with a liberatory pedagogy?
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