Re-Writing English Education: A Review of Robert Yagelski's "Writing as a Way of Being"

Autor/in	Macaluso, Kati
Titel	Re-Writing English Education: A Review of Robert Yagelski's "Writing as a Way of Being"
Quelle	In: Changing English: Studies in Culture and Education, 20 (2013) 4, S.433-442 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2013.855556
Schlagwörter	Writing Instruction; English Instruction; English Teachers; Ethics; World Views; Teacher Attitudes; Literature; Secondary School Teachers; Educational Philosophy; Writing Evaluation; Teaching Methods; Educational Theories + Suchen Sie Ihr Suchwort? Schreibunterricht; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ethik; World view; Weltanschauung; Lehrerverhalten; Literatur; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie
Abstract	Given the Cartesian influence in mainstream American education, writing instruction has come to reflect a dualistic worldview, with the writer understood as an autonomous observer/knower. As such, writing instructors have the potential to convey problematic lessons about the self as entirely separate from the world. This essay delineates a corrective to the Cartesian mindset in mainstream writing instruction: Yagelski's ontological theory of writing as a way of being-in-the-world. In the spirit of connectedness Yagelski espouses, I consider the ways in which Yagelski's ontological theory of writing might work in tandem with Rosenblatt's transactional theory of reading. Together, Yagelski and Rosenblatt allow English educators to reimagine reading and writing as activities with the ethical potential to repair the rifts of a dualistic worldview, and ultimately to reimagine English education as a field that breaks the Cartesian frame. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01