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Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context

Coleman, Lynn and Tuck, Jackie (2020). Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context. Studies in Higher Education (Early Access).

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/03075079.2019.1711043
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Abstract

In South Africa, inequalities endemic to HE systems worldwide are further compounded by apartheid legacies. Despite an intensive focus for over twenty years on how pedagogic intervention could be harnessed to address these inequalities, black students’ participation and success rates in South African HE remain stubbornly low, suggesting a need for fresh perspectives. This paper draws on a study conducted in a South African vocational university to illuminate the complex nature of lecturers’ writing pedagogies. It does this by placing lecturers at the centre of detailed qualitative enquiry, a relatively rare focus in student writing research. We show how lecturers understand student writing development and how their pedagogies are informed by language ideologies operating within and beyond the university. Findings suggest the need to engage with the complex lived experiences of lecturers in order to promote deeper pedagogical change, both in South Africa and the HE sector more widely.

Item Type: Journal Item
Copyright Holders: 2020 Taylor and Francis
ISSN: 0307-5079
Project Funding Details:
Funded Project NameProject IDFunding Body
Conceptualisations of student writing development in the University of Technology SectorNot SetCape Peninsula University of Technology
Keywords: Student writing; academic literacies; writing pedagogy; lecturers; language ideologies
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > English Language & Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 68966
Depositing User: Jackie Tuck
Date Deposited: 10 Jan 2020 14:43
Last Modified: 21 Feb 2020 05:01
URI: http://oro.open.ac.uk/id/eprint/68966
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