- Title
- Writing groups as transformative spaces
- Creator
- Wilmot, Kirstin
- Creator
- McKenna, Sioux
- Subject
- To be catalogued
- Date Issued
- 2018
- Date
- 2018
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/${Handle}
- Identifier
- vital:44576
- Identifier
- xlink:href="https://doi.org/10.1080/07294360.2018.1450361"
- Description
- Curriculum transformation is a central concern for higher education in response to rapidly expanding technologies, globalisation and the widening diversity of the student and staff body. This is particularly true for South Africa, which is still grappling with inequalities and pressure for social redress in its universities. Early responses to supporting students took the form of add-on, ‘deficit-model’ approaches which understood poor student retention and success rates as emerging from students’ lack of neutral literacy ‘skills’. Recent initiatives have begun to adopt more socio-cultural understandings of literacy that seek to challenge traditional power structures and cultivate horizontal peer-orientated spaces for learning with a focus on practice rather than on product. Writing groups, as spaces for academic writing development, embrace this orientation and are argued to provide a transformative framework that foregrounds proactive student learning and experience, while still accommodating disciplinary learning through peer engagement. Drawing on the successful implementation of such forms of support at a research-intensive university, this paper argues that writing groups can play a critical role in both personal (student) transformation and broader curriculum transformation. Data include anonymous questionnaires and surveys with participants and coordinators of the writing groups. An inductive, constant comparative analysis indicated that students feel empowered in this space to develop not only their writing practices but also their transforming identities as scholars. Writing groups were found to provide ‘safe spaces’ where academic practices can be made explicit and where they can be challenged. The paper therefore argues that writing groups can play a small but key role in broader transformation efforts.
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (15 pages)
- Format
- Publisher
- Taylor and Francis Online
- Language
- English
- Relation
- Higher Education Research and Development
- Relation
- Wilmot, K. and McKenna, S., 2018. Writing groups as transformative spaces. Higher Education Research and Development, 37(4), pp.868-882
- Relation
- Higher Education Research and Development volume 37 number 4 p. 868 2018 1469-8366
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Rights
- Open Access
- Hits: 829
- Visitors: 996
- Downloads: 186
Collections
Wilmot, Kirsten (Ms)
McKenna, Sioux (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Writing groups as transformative spaces.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |