Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts.
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| Title: | Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts. |
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| Authors: | Burke, Rachel1 rachel.burke@newcastle.edu.au, Shaw, Emma1, Baker, Sally2 |
| Source: | Widening Participation & Lifelong Learning. Nov2019, Vol. 21 Issue 3, p151-161. 11p. |
| Subject Terms: | *Autobiography, *Student teachers, *Literacy, *Higher education, Self-disclosure |
| Abstract: | Literacy autobiographies, where learners write about significant events or experiences that have shaped their literate practices and identities, are commonly employed in composition courses as a means of encouraging author reflexivity. Here, we discuss the implementation of a literacy autobiography assignment in a pre-service teacher education course offered at a regional university in Australia. The assignment proved to be innovative, particularly resonating with the large proportion of pre-service teachers from first-in-family and traditionally underrepresented backgrounds in higher education, who often struggle with the literate practices privileged in the academy. Our observations suggest that these pre-service teachers embraced this novel university writing experience as an opportunity to make deeply personal connections with the course content and their own learning journeys. Our intention is to collectively consider important questions emerging from this innovative practice including: what do the deeply personal responses to this assignment suggest about university writing as a tool for making sense of past and present learning experiences; how can personal writing help to unpack the complex, power-laden relationships between literacy, biography and access; and how can autobiographical writing assist learners to reflect on the shifting identities (both literate and otherwise) associated with transitions into and through higher education? [ABSTRACT FROM AUTHOR] |
| Copyright of Widening Participation & Lifelong Learning is the property of Open University, Centre for Widening Participation and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139897597 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=139897597 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5456/WPLL.21.3.151 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 151 Subjects: – SubjectFull: Autobiography Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Literacy Type: general – SubjectFull: Higher education Type: general – SubjectFull: Self-disclosure Type: general Titles: – TitleFull: Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burke, Rachel – PersonEntity: Name: NameFull: Shaw, Emma – PersonEntity: Name: NameFull: Baker, Sally IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 14666529 Numbering: – Type: volume Value: 21 – Type: issue Value: 3 Titles: – TitleFull: Widening Participation & Lifelong Learning Type: main |
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