Understanding Student Writing from Lecturers' Perspectives: Acknowledging Pedagogic Complexity to Support Transformative Practices in Context

Autor/inn/en	Coleman, Lynn; Tuck, Jackie
Titel	Understanding Student Writing from Lecturers' Perspectives: Acknowledging Pedagogic Complexity to Support Transformative Practices in Context
Quelle	In: Studies in Higher Education, 46 (2021) 9, S.1894-1906 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coleman, Lynn) ORCID (Tuck, Jackie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1711043
Schlagwörter	Higher Education; Transformative Learning; Blacks; Racial Segregation; Social Change; Writing Instruction; Writing Research; Teacher Attitudes; Foreign Countries; Racial Differences; Intervention; Teaching Methods; College Faculty; Language Attitudes; Academic Language; Undergraduate Students; Technical Education; Low Income Groups; English (Second Language); Language of Instruction; Second Language Learning; Socialization; Outcomes of Education; Time Management; Difficulty Level; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Pädagogische Transformation; Black person; Schwarzer; Rassentrennung; Sozialer Wandel; Schreibunterricht; Schreibforschung; Lehrerverhalten; Ausland; Rassenunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Sprachverhalten; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Technikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Socialisation; Sozialisation; Lernleistung; Schulerfolg; Zeitmanagement; Schwierigkeitsgrad; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In South Africa, inequalities endemic to HE systems worldwide are further compounded by apartheid legacies. Despite an intensive focus for over twenty years on how pedagogic intervention could be harnessed to address these inequalities, black students' participation and success rates in South African HE remain stubbornly low, suggesting a need for fresh perspectives. This paper draws on a study conducted in a South African vocational university to illuminate the complex nature of lecturers' writing pedagogies. It does this by placing lecturers at the centre of detailed qualitative enquiry, a relatively rare focus in student writing research. We show how lecturers understand student writing development and how their pedagogies are informed by language ideologies operating within and beyond the university. Findings suggest the need to engage with the complex lived experiences of lecturers in order to promote deeper pedagogical change, both in South Africa and the HE sector more widely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01