Humanising Writing Centre Practice: Peer Tutor Reflections at a University of Technology

Autor/inn/en	Govender, Nereshnee; Alcock, Andrea
Titel	Humanising Writing Centre Practice: Peer Tutor Reflections at a University of Technology
Quelle	In: Africa Education Review, 17 (2020) 1, S.18-34 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Govender, Nereshnee) ORCID (Alcock, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1467735
Schlagwörter	Laboratories; Writing (Composition); Peer Teaching; Universities; Foreign Countries; Humanism; Communities of Practice; Curriculum Development; Critical Theory; Graduate Students; Social Justice; Resilience (Psychology); Citizenship Education; Reflection; Tutoring; Tutors; South Africa (Durban) + Suchen Sie Ihr Suchwort? Laboratory; Laboratorium; Schreibübung; Peer group teaching; Peer Group Teaching; University; Universität; Ausland; Humanismus; Community; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritische Theorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Gerechtigkeit; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor
Abstract	Traditionally, universities of technology (UoTs) have focussed on education to prepare students for the workplace. The Durban University of Technology (DUT) is currently undergoing a pedagogical transformation with the inclusion of a general education curriculum that aims to prepare students for an increasingly complex globalised work environment. This critical paradigm shift in curriculum design foregrounds new ways of teaching, thinking and learning based broadly on humanistic principles. Writing centres in universities are positioned to sustain a teaching and learning environment in which students grow as critical citizens. This article reports on research that explored -- through the thematic analysis of tutor reflections -- how a humanising pedagogy underpins a responsive writing centre practice within the changing South African context. Thematic analysis of the tutors' reflections revealed their self-awareness of the significance of communities of practice in their work. These communities of practice could be seen to cultivate a humanising pedagogy within writing centre work, which might contribute to the aesthetic, socio-political and cultural environments in which students live and work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01