Rethinking Student Resistance from a Developmental Perspective
Datos Bibliográficos
| ID | 21740130 |
|---|---|
| Autores | Dana Harrington, Anne Wheeler (0000-0003-2693-5616), Anne C Wheeler |
| Año | 2020 |
| Volumen | 20 |
| Número | 1 |
| Páginas | 101-114 |
| Fecha de publicación | 2020-01-01 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Identificadores de la revista | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Editorial | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-7879086 |
| OpenAlex | W3003425348 |
| Idioma | EN |
| Referencias citadas | 3 |
Resistance narratives in composition studies often focus on how students resist pedagogies that challenge their received values and identities. These narratives ignore the complex developmental trajectory that students face in the writing classroom. The authors apply a developmental framework to this resistance and argue that helping students work through these challenges is essential to developing complex ways of seeing themselves as writers and citizens
Art · Biology · Epistemology · Literature · Mathematics education · Narrative · Pedagogy · Social science · Sociology · Computer Science · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology · Reflective Practices in Education
| Altamente citado | No |
|---|