"I Actually Listened, I'm Proud of Myself." The Effects of a Participatory Pedagogy on Students' Constructions of Academic Identities

Autor/in	Tapp, Jane
Titel	"I Actually Listened, I'm Proud of Myself." The Effects of a Participatory Pedagogy on Students' Constructions of Academic Identities
Quelle	In: Teaching in Higher Education, 19 (2014) 4, S.323-335 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.860108
Schlagwörter	Academic Discourse; Literacy; Undergraduate Students; Self Concept; Teaching Methods; Intervention; Audio Equipment; Writing (Composition); Alienation; Workshops; Cooperative Learning; Outcomes of Education; Ethnography; Group Discussion; Student Participation; Academic Ability + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Schreibübung; Entfremdung; Lernwerkstatt; Schulung; Kooperatives Lernen; Lernleistung; Schulerfolg; Ethnografie; Gruppendiskussion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Academic literacy practices can be alienating for new undergraduates, yet academic success depends on writing in ways that the academy deems acceptable and is related to the identity positions available to students. I describe an intervention in which aspects of academic practice were made visible and students participated collaboratively in academic writing in a first-year, first-semester, Education Studies module. Student-managed audio recordings show that, in contrast to much research evidence, students did not reject academic identities but rather used their talk to "tell themselves" as academic. I discuss methodological and pedagogical implications arising from the findings and conclude that collaborative participation in academic practice and the associated talk require students to position themselves as participants in that practice and may be a way to reduce alienation and enable students to construct the self as "academic". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10