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Tracing Discursive Turbulence as Intra-Active Pedagogical Change and Becoming

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Title: Tracing Discursive Turbulence as Intra-Active Pedagogical Change and Becoming
Language: English
Authors: Ryan M. Ware (ORCID 0000-0003-3093-7286), Julie L. Zilles (ORCID 0000-0001-8684-4519)
Source: Written Communication. 2024 41(1):138-166.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE)
Contract Number: 2013443
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Writing Across the Curriculum, STEM Education, Visual Measures, Educational Change, Interdisciplinary Approach, Discourse Modes, Higher Education, Faculty, College Students
Geographic Terms: Illinois
DOI: 10.1177/07410883231207105
ISSN: 0741-0883
1552-8472
Abstract: This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of "discursive turbulence": an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1404526
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ryan+M%2E+Ware%22">Ryan M. Ware</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3093-7286">0000-0003-3093-7286</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+L%2E+Zilles%22">Julie L. Zilles</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8684-4519">0000-0001-8684-4519</externalLink>)
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  Data: This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of "discursive turbulence": an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.
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