Conceptualising and enacting the critical imagination through a critical writing pedagogy
| Autor: | Belinda Mendelowitz |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
060201 languages & linguistics
Linguistics and Language media_common.quotation_subject 05 social sciences 050301 education Context (language use) 06 humanities and the arts Language and Linguistics Teacher education Literacy Education Critical literacy Empirical research Argument Embodied cognition Originality 0602 languages and literature Pedagogy Sociology 0503 education media_common |
| Zdroj: | English Teaching: Practice & Critique. 16:178-193 |
| ISSN: | 1175-8708 |
| DOI: | 10.1108/etpc-08-2016-0102 |
| Popis: | Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take. Design/methodology/approach This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically. Findings A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing. Research limitations/implications Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts. Practical implications The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms. Originality/value This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. |
| Databáze: | OpenAIRE |
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