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Papers by Sue McIntosh
Teaching literacy practices in a way that domesticates by emphasising form and structure over th... more Teaching literacy practices in a way that domesticates by emphasising form
and structure over the political and social nature of writing has been critically analysed in recent years. The question of “who benefits?”from such practices
has been implicitly raised in an increasing number of spheres by theorists and researchers whose beliefs stem from a critical literacy perspective. This paper
thus seeks to explore the politics of writing, the representation of self in writing
and the use of critical writing practices as an alternative to generic approaches
to teaching the academic writing process. Kamler’s (2001) strategies for
developing a critical writing pedagogy and Halasek’s (1999) complementary arguments of viewing writing in a cultural context and repositioning students
as co-creators of knowledge, will be discussed in the context of an adult university bridging course literacy program whose aim is to ensure that students are the
primary benefactors of their writing.
Teaching literacy practices in a way that domesticates by emphasising form and structure over th... more Teaching literacy practices in a way that domesticates by emphasising form
and structure over the political and social nature of writing has been critically analysed in recent years. The question of “who benefits?”from such practices
has been implicitly raised in an increasing number of spheres by theorists and researchers whose beliefs stem from a critical literacy perspective. This paper
thus seeks to explore the politics of writing, the representation of self in writing
and the use of critical writing practices as an alternative to generic approaches
to teaching the academic writing process. Kamler’s (2001) strategies for
developing a critical writing pedagogy and Halasek’s (1999) complementary arguments of viewing writing in a cultural context and repositioning students
as co-creators of knowledge, will be discussed in the context of an adult university bridging course literacy program whose aim is to ensure that students are the
primary benefactors of their writing.