The Messiness of Meaning Making: Examining the Affordances of the Digital Space as a Mentoring and Tutoring Space for the Acquisition of Academic Literacy

Arend, Moeain; Hunma, Aditi; Hutchings, Catherine; Nomdo, Gideon

doi:10.24085/jsaa.v5i2.2704

Cited by 5 publications

(15 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Her 'unnerving' marks the beginning of her 'deliberate wandering' (Davis & Shadle 2000), a process of self-reflexivity through which she confronts those beliefs that had grounded her until then, beliefs which she begins to question in light of the intensity of new ideas that had intruded her normal, everyday routines. The tension between the autobiographical and discoursal selves leaves her in a suspended state, and it is here that we see the analytical mode (Arend et al 2017) being enacted, through the reflective writing process. Utilising this analytical mode, she could repeatedly interrogate emerging views alongside hegemonic ones she had thus far accepted without question.…”

Section: Linda's Reflective Piece (Gideon's Student)mentioning

confidence: 85%

“…These loops therefore exist in a dynamic relationship. The reflective essay illustrates this dynamism, as well as the 'messiness of meaning making' (Arend et al 2017), with opportunities to engage with concepts in a 'living way' (Butler in Zembylas 2015) in their narratives. This process of making the concepts 'real' can take students out of their comfort zones and lead to moments of tension between theory and lived reality; a gap that is not easy to suture.…”

Section: Reflective Writing As a Pedagogical Methodsmentioning

confidence: 99%

“…It resonates with St Pierre's (2017:3) experience: 'my refrain enabled a pause, a gathering that was also an intensity that would explode as thinking-writing picked up speed again'. The pause could be viewed as a moment of suspending 'judgement' (Arend et al 2017), where new meaning potentials are given free rein.…”

Section: Reflective Writing As a Pedagogical Methodsmentioning

confidence: 99%

“…This hegemonic outlook has cemented her sense of identity, the relationships she has fostered, and how she thinks, feels, responds and interacts with those around her. In Linda's reflection, she is found oscillating (Arend et al 2017) between the authorial, discoursal and autobiographical selves (Clark & Ivanic, 1997). Her autobiographical self emerges as a critique of an emerging discoursal self, when she relates about her suspicions in approaching the first reading.…”

Section: Linda's Reflective Piece (Gideon's Student)mentioning

confidence: 99%

“…Informing this approach is an ideological imperative to counter the institutional culture of stigma that continues to be attached to ECP. In 2014, we introduced a digital component comprising of weekly reflective tasks (Arend et al 2017). In 2017, these tasks culminated in a reflective essay.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

Hunma¹,

Arend²,

Nomdo³

et al. 2019

Alternation

View full text Add to dashboard Cite

This paper explores shifts in students' writer identities in a tumultuous South African higher education context. Within the Humanities Extended Curriculum Programme, our transformation agenda triggers tensions between assimilationist and disruptive approaches to teaching writing. On our course, attempts are made to ease student's acquisition of discipline-specific writing norms, while encouraging them to draw on their brought-along resources, a negotiation causing discomfort. We invite such discomfort as productive, and ask: How do discomforting spaces inflect on our understanding of writing and writer identities? We invite students to write reflectively about how the course may or may not have influenced their identities and worldviews. Drawing on Foucault, we see the reflective essay as confessional writing, and an enactment of our writing pedagogies in discomforting spaces. We argue that in such spaces, writing can create possibilities for change, particularly as students adopt an ethical stand in their writing, calling us to reconceptualise writer identities. We apply Biko's (2017) 'envisioned self' concept to capture the ethical dimension in students' writing, by introducing a new layer of Clark and Ivanic's (1997) clover model of writer identity. Our paper contributes conceptually to existing views of writer identities, with implications for writing pedagogies in the current context.

show abstract

Section: Linda's Reflective Piece (Gideon's Student)mentioning

confidence: 85%

Section: Reflective Writing As a Pedagogical Methodsmentioning

confidence: 99%

Section: Reflective Writing As a Pedagogical Methodsmentioning

confidence: 99%

Section: Linda's Reflective Piece (Gideon's Student)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

Hunma¹,

Arend²,

Nomdo³

et al. 2019

Alternation

View full text Add to dashboard Cite

show abstract

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Letseka

Seeletso

2021

Radical Solutions for Education in Africa

View full text Add to dashboard Cite

translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

show abstract

Self-Authorship Developed Through Student Affairs-Led Mentorship Programs

Brown

2023

Journal of Student Affairs Research and Practice

View full text Add to dashboard Cite

The Messiness of Meaning Making: Examining the Affordances of the Digital Space as a Mentoring and Tutoring Space for the Acquisition of Academic Literacy

Abstract: Having incorporated a digital aspect to our academic literacy course, and (Clark & Ivanič, 1997).

Cited by 5 publications

References 10 publications

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Self-Authorship Developed Through Student Affairs-Led Mentorship Programs

Contact Info

Product

Resources

About