Writing co-respondents: Teacher educators reflect on ‘orienting’ new students
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Date
2006
Authors
Walsh, Susan
Brigham, Susan
Forrest, Michelle
Leighteizer, Valda
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Description
Overview: "In this piece, we present 11 mesostics (poems) that represent our experiences as ‘co‐respondents’ to a curriculum initiative in our faculty of education. We have taken our
own documentation in the form of e‐mails, including all of our free‐wheeling
conversations as friends, colleagues and scholar/researchers and subjected them to a
number of aleatory operations3 [L. alea die, aleator dice‐player]. We have imposed
chance upon our reflection process as an editing and an inventing process. As a
working and writing method for collaboration, aleatory or chance operations help free
us from our usual subject positions as scholars and researchers. By imposing chance
upon our research process and its artifacts, findings and insights emerge collaboratively.
In this introduction to the poems, we discuss the writing process through which the
poems emerged and also contextualize our collaborative writing as part of a committee
that planned and produced a series of professional seminars for first‐year teacher
education students at our university in the fall of 2005."
Keywords
Curriculum studies , Collaborative research , Poetry
Citation
C.O.R.E. (2006). Writing co-respondents: Teacher educators reflect on ‘orienting’ new students. Journal of the Canadian Association for Curriculum Studies (JCACS), 4 (2), 2-38. Accessed February 13, 2014 at https://pi.library.yorku.ca/ojs/index.php/jcacs/issue/view/725/showToc