Reframing the Relational : A Pedagogical Ethic for Cross-Curricular Literacy Work
Language: English
Published by National Council Of Teachers Of English, 2017
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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nach der Bestellung gedruckt Neuware - Printed after ordering - Reframing the Relational examines how writing specialists and faculty in other disciplines communicate with each other in face-to-face conversations about teaching writing. Sandra L. Tarabochia argues that a pedagogical approach to faculty interactions in Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) contexts can enhance cross-disciplinary communication and collaboration and ultimately lead to more productive, sustainable initiatives. Theorizing pedagogy as an epistemic, reflexive, relational activity among teacher-learners, she uses a pedagogical framework to analyze conversations between writing specialists and faculty in other disciplines, drawing on transcripts from interviews and recorded conversations. The author identifies the discursive moves faculty used to navigate three communicative challenges or opportunities: negotiating expertise, orienting to change, and embracing play. Based on this analysis, she constructs a pedagogical ethic for WAC/WID work and shows how it can help faculty embrace the potential of cross-disciplinary communication.…
Seller Inventory # 9780814139783
- Title
- Reframing the Relational : A Pedagogical Ethic for Cross-Curricular Literacy Work
- Author
- Sandra L. Tarabochia
- Publisher
- National Council Of Teachers Of English
- Publication year
- 2017
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 0814139787
- ISBN 13
- 9780814139783
- Item weight
- 291 grams
- Dimensions
- 216x140x12 mm
Reframing the Relational examines how writing specialists and faculty in other disciplines communicate with each other in face-to-face conversations about teaching writing. Sandra L. Tarabochia argues that a pedagogical approach to faculty interactions in Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) contexts can enhance cross-disciplinary communication and collaboration and ultimately lead to more productive, sustainable initiatives. Theorizing pedagogy as an epistemic, reflexive, relational activity among teacher-learners, she uses a pedagogical framework to analyze conversations between writing specialists and faculty in other disciplines, drawing on transcripts from interviews and recorded conversations. The author identifies the discursive moves faculty used to navigate three communicative challenges or opportunities: negotiating expertise, orienting to change, and embracing play. Based on this analysis, she constructs a pedagogical ethic for WAC/WID work and shows how it can help faculty embrace the potential of cross-disciplinary communication.
"Synopsis" may belong to another edition of this title.
About the Author
Sandra L. Tarabochia is an assistant professor in the Department of English at the University of Oklahoma. Her work has appeared in WPA: Writing Program Administration, Across the Disciplines, and WAC Journal.
"About the title" may belong to another edition of this title.
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