Writing Truth in Classrooms: Personal Revelation and Pedagogy

Autor/in	Leggo, Carl
Titel	Writing Truth in Classrooms: Personal Revelation and Pedagogy
Quelle	In: International Journal of Whole Schooling, 3 (2007) 1, S.27-37 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Stellungnahme; Writing (Composition); Intention; Classrooms; Story Telling; Autobiographies; Books; Creative Writing + Suchen Sie Ihr Suchwort? Schreibübung; Classroom; Klassenraum; Autobiography; Autobiografie; Autobiographie; Book; Buch; Monographie; Monografie; Kreatives Schreiben
Abstract	In school classrooms, teachers are always asking their students to tell stories about their lives in the contexts of family and neighbourhood. But what are the conventions and expectations that govern the stories that are told and written in classrooms? In what ways are students encouraged and constrained in writing the stories of their lives? Why is it valuable for students and teachers to write their stories? The author's intention in this paper is to address some questions and practices regarding autobiographical writing in schools, especially by exploring, discussing, and interrogating the concept and function of truth in writing. Influenced by postmodernist writers and theorists, he is committed to challenging the conventions that govern and frequently constrain the practice and pedagogy of writing in school classrooms. The author's main concern is to address how teachers remind their students that in all their writing, truth is always a complex concatenation of courage and wisdom, fact and fiction, process and pedagogy. (ERIC).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10