Writing co-respondents: Teacher educators reflect on ‘orienting’ new students

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Walsh, Susan
Brigham, Susan
Forrest, Michelle
Leighteizer, Valda
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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."
Curriculum studies , Collaborative research , Poetry
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