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Travelling by text: An inquiry into...

Laidlaw, Linda.

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Travelling by text: An inquiry into writing, learning and human experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Travelling by text: An inquiry into writing, learning and human experience./
作者:	Laidlaw, Linda.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1246.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ67898
ISBN:	0612678989

Travelling by text: An inquiry into writing, learning and human experience.
Laidlaw, Linda.

Travelling by text: An inquiry into writing, learning and human experience. - 239 p.

Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1246.

Thesis (Ph.D.)--York University (Canada), 2001.

What happens when we write? Why is it that the teaching and practice of writing seems, at times, to be difficult in schools? These questions frame this inquiry into writing, learning, and human experience. Working from the perspectives offered by contemporary hermeneutics, literary and curriculum theory, and complex postmodern theories of cognition, this study examines the possibilities which might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. Using the methodological frame of literary anthropology, an approach to inquiry informed by reader response theories and contemporary anthropology, this study presents interpretations which emerged from discussions with teachers and writers, autobiographical experiences, and readings of fictional texts. Data are presented using the technique of narrative tableau to create interpretative windows.

ISBN: 0612678989Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Travelling by text: An inquiry into writing, learning and human experience.
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500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1246.
500 $a Adviser: Dennis Sumara.
502 $a Thesis (Ph.D.)--York University (Canada), 2001.
520 $a What happens when we write? Why is it that the teaching and practice of writing seems, at times, to be difficult in schools? These questions frame this inquiry into writing, learning, and human experience. Working from the perspectives offered by contemporary hermeneutics, literary and curriculum theory, and complex postmodern theories of cognition, this study examines the possibilities which might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. Using the methodological frame of literary anthropology, an approach to inquiry informed by reader response theories and contemporary anthropology, this study presents interpretations which emerged from discussions with teachers and writers, autobiographical experiences, and readings of fictional texts. Data are presented using the technique of narrative tableau to create interpretative windows.
520 $a The intent of the study is to show how writing, as a learned technology which is embedded in a living system of interactions, has the capacity for transforming and translating thought, language, relations and personal and collective identities. This inquiry suggests that written texts and literacy processes are developed within a complex weave of particular contexts, or ecologies, and the unique particularity of the learner's experiences, histories, memories and interpretations. Though writing tends to be conceptualized as being primarily an individual matter within settings of schooling, it is suggested that, when writing is understood as a collective and transformative representational system, pedagogy can provide alternative structures and possibilities for 'knowing' and 'being' in the classroom. The metaphor of the fractal is offered to indicate a nonlinear, recursive, and multi-layered structure for describing a complex approach to instruction.
520 $a Learning, from this complex perspective, is understood and demonstrated to be the ability to adapt and respond to changes and fluctuations within a particular context, thus, it not only occurs within individuals, but also emerges in the collective relations among students and teachers.
520 $a Finally, the study considers and presents alternative "maps", frames, and metaphors for curriculum, as described in the term recurrere , which understands pedagogy as recursive and enactive, challenging traditional modernist assumptions about teaching and learning.
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