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Reconsidering writing across the cur...

Abels, Kimberly Town.

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Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance./
作者:	Abels, Kimberly Town.
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-06, Section: A, page: 1548.
Contained By:	Dissertation Abstracts International55-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9427655

Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance.
Abels, Kimberly Town.

Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance. - 270 p.

Source: Dissertation Abstracts International, Volume: 55-06, Section: A, page: 1548.

Thesis (Ph.D.)--The Ohio State University, 1994.

As compositionists have recently acknowledged, two strands have developed in writing across the curriculum research and practice, the write-to-learn strand, dominated by a pedagogy that advocates writing as a mode of learning and the learn-to-write strand, dominated by research in learning to write in the disciplines. Using an ethnographic study of a dance class, this dissertation argues that, perhaps, the two strands are not completely adequate for a viable theory of writing across the curriculum. As a result, the dissertation challenges scholars to reconsider writing across the curriculum practice and research in light of broader conceptions of learning and literacy. Findings from a study of a dance class (including perspectives from the instructor, students, and the texts in the course) present perplexing questions for writing across the curriculum practitioners. While writing across the curriculum practitioners assume that every discipline is or can be logocentric, the epistemology of the discipline of dance is not always logocentric. In fact, the discipline of dance forwards alternative literacies--imagistic and kinesthetic ones--and language remains a contested site of knowledge, a point of dance or a metaphor of dance rather than the central vehicle for the production of knowledge. Dancers mean with their bodies, not always with words. This discipline's complex relationships with language confound common writing across the curriculum pedagogies and call for reexamination of issues such as academic acculturation, alternative literacies, and conceptions of texts that impinge on or challenge writing across the curriculum practice in many disciplines.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance.
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