Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2023-12-12 DOI:10.1177/07410883231207105

Ryan M. Ware, J. Zilles

引用次数: 0

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.

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追溯作为内向型教学变革和发展的话语动荡

本文报告了一个跨学科、纵向跨课程写作（WAC）项目的指导案例，在这个案例中，我们观察到了整合新写作教学法的复杂性，并为其提供了支持。通过代理现实主义的视角来考虑这个案例，我们引入了 "话语湍流 "的概念：一种由话语的持续混合而产生的情景符号活动的新质量。话语湍流可能以无数复杂的方式出现，包括教学发展的起承转合、不匹配的话语排列、斗争和激烈的情感迹象以及非线性变化模式。通过四个小故事，我们阐述了一位环境科学教授在实施写作教学改革过程中出现的话语动荡。我们认为，在异学科空间中，话语动荡是意料之中的事，我们还认为，关注话语动荡将导致对学习、成才和文学活动的更有力的描述，以及支持教学成才的新方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.