Regenring academic writing. Case Study 1: Collages

The starting point of our regenring experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often labelled as 'deficit'. We, as learning develo...

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Bibliographic Details
Published in:	Journal of writing in creative practice 2018-09, Vol.11 (2), p.181-190
Main Authors:	Burns, Tom, Sinfield, Sandra, Abegglen, Sandra
Format:	Article
Language:	eng
Subjects:	academic writing Collage Critical Thinking Higher Education Ludic Spaces multimodality Playful Learning And Teaching Pre-Writing rhetoric and composition teaching approaches Visual Practices Widening Participation
Online Access:	Get full text
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Summary:	The starting point of our regenring experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often labelled as 'deficit'. We, as learning developers and educationists, started by welcoming and valuing students for who they were, rather than remediating them because of what they were not. Our teaching started with their strengths and assets: their commitment and engagement; and what they could do and what challenge they could rise to without the need for the specific cultural and academic capital typically already possessed by the traditional, middle-class student. The present article and mini-case studies (see also 'Cabinet of Curiosity' pp. 211-15, 'Games and Board Games' pp. 261-66, 'Digital Storytelling' pp. 275-78 and 'Multimodal Exhibition' pp. 291-303) present some of the ludic work we have undertaken with our students. This article contains Case Study 1.
ISSN:	1753-5190 1753-5204