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Toward sustainable literacies: An em...

Grant, David M.

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Toward sustainable literacies: An empirical study of journal writing in an ecocomposition course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Toward sustainable literacies: An empirical study of journal writing in an ecocomposition course./
作者:	Grant, David M.
面頁冊數:	246 p.
附註:	Adviser: Martin Nystrand.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Geography. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3278783
ISBN:	9780549165590

Toward sustainable literacies: An empirical study of journal writing in an ecocomposition course.
Grant, David M.

Toward sustainable literacies: An empirical study of journal writing in an ecocomposition course. - 246 p.

Adviser: Martin Nystrand.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.

This dissertation presents two cases examining the role of place in student meaning-making through journal writing. An ecological theory of writing is used in order to argue that place ultimately frustrates meaning-making because, in the words of psychologist J. J. Gibson (1979), its "affordances" are beyond language's capability to be completely represented. In other words, place can allow for moments of aporia and such moments have critical pedagogical potential. This supports the conception of a dynamic and ethical process of writing both word and world (Friere and Macedo 1980) found in ecocomposition (Owens 2000, Dobrin and Weisser 2001, Dobrin and Weisser 2002), research into place and discourse (Cintron 1998, Ackerman 2007, Reynolds 2004), and theories of discourse and literacy that include the body as well as mind (Davis 2000, Fleckenstein 2004). Blending interviews, participant-observation and grounded theory, this study builds on theories of writing and learning as ecological activities (Barab and Roth 2006; Cooper 1986; Nystrand, Gamoran, and Carbonaro 2000; Smidt 2001) where the figure of the writer is viewed within broader systems of meaning. Engagement with particular places through writing in journals allowed these writers to "play" (Dyson 1997) with competing interpellations and meanings, as well as engage with extra-discursive moments of "serious play" (Gurevitch 2000). While it is argued that the aporetic helps foster critical and ethical engagement through language, I also note that it is not likely to produce monologic or "official" discourse often called for by administrators, parents, and even students. Rather, it is theorized that the aporetic is made into meaning via "trickster discourses" (Vizenor 1993, Hawhee 2004). As such, this dissertation provides cases for further examination in the role of place in the production of written language as well as empirical evidence regarding the importance of student writing in understanding place and environment.

ISBN: 9780549165590Subjects--Topical Terms:

524010
Geography.

Toward sustainable literacies: An empirical study of journal writing in an ecocomposition course.
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