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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Abstract:
This qualitative narrative study investigated the relationship between emerging adults’ understandings of themselves as writers and their autobiographical memories of writing. Narrative data, largely elicited through semi-structured interviews, were collected from 14 participants who were recruited from six postsecondary institutions. Recruitment efforts aimed to yield participants who had divergent educational experiences, career ambitions, and dispositions towards writing, and who inhabited divergent racial, social, and cultural identities. The study contributes to writer identity research by applying a sociocultural framework that holds memory, narrative, identity, and culture as reflections—and, often, distortions—of each other. The research questions, asked through this lens, aimed to provide insight into the emotional residues of pre-college writing experiences, the potential patterning of narrated memories or identities among participants, and the ways in which the stories participants shared and the identities they storied shape each other. While this is fundamentally an inquiry into the narrative features of writer identity, it is also a study about how certain lived writing experiences reincarnate as highly emotive autobiographical memories; even if such memories tend to be unstable, unreliable, and suggestable, they are nonetheless meaningful reflections of the lingering effects of the past. Through this retrospective study, a portrait emerges of classroom conditions and writing experiences that are particularly hospitable to the nurturement of positive memories and healthy writing identities, as well as to the inverse. This research is intended to speak to both secondary English teachers and English teacher educators and college composition instructors by bridging secondary and postsecondary understandings of how student writers are moving between worlds, the memories they are bringing with them, and the ways in which they might be storying their writer identities en route.
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Keyword:
Autobiography; College students; Creative writing (Higher education)--Study and teaching; Education; English language--Study and teaching (Higher); English teachers--Training of
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URL: https://doi.org/10.7916/xj2t-ja03
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| 2 |
Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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| 4 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers
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Exploring the Foundations of Creating, Implementing, Evaluating, and Revising Science, Technology, Engineering, the Arts, and Mathematics (STEAM) Curricula in the Classroom
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| 6 |
Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
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| 7 |
Sākshi: The Transnational Consciousness of Second-Generation Indian American Teachers
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| 8 |
Quiet Revolutions: a Collaborative Case Study of Mindfulness in One Curricular Discourse Community
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| 9 |
Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space ...
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| 11 |
Sākshi: The Transnational Consciousness of Second-Generation Indian American Teachers ...
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| 12 |
Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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| 13 |
Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
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In: 2021, 188 S. (2021)
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| 14 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers ...
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| 15 |
Una propuesta didáctica de las series de televisión: el storyboard del spin-off de El vecino
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| 16 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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| 17 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
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| 18 |
The Agency of Activism: What Do Activist Practices Do To/For Teacher-Activists?
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| 19 |
Curricular Vulnerability of physical education teachers in Tunisia ; La formation des enseignants d'EPS dans les ISSEP tunisiens au prisme de la vulnérabilité
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In: https://tel.archives-ouvertes.fr/tel-03552985 ; Education. Université de Lyon, 2020. Français. ⟨NNT : 2020LYSE1342⟩ (2020)
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Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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