Philosophical and epistemological foundations of a post-structural writing lesson

In the world of research or instruction, operating from different philosophical and epistemological traditions results in very different kinds of classrooms. I use a post-structural perspective to show how a teacher could conduct a college developmental writing lesson. Included is an overview of pos...

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Autor principal: Meisels, Marlene V
Formato: Online
Idioma:por
Publicado em: EDUFRN
Endereço do item:https://periodicos.ufrn.br/principios/article/view/15629
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spelling oai:periodicos.ufrn.br:article-156292019-10-11T19:01:32Z Philosophical and epistemological foundations of a post-structural writing lesson Meisels, Marlene V Epistemology of literacy instruction post-structural epistemology post-structural writing lesson epistemology of learners epistemology of teachers In the world of research or instruction, operating from different philosophical and epistemological traditions results in very different kinds of classrooms. I use a post-structural perspective to show how a teacher could conduct a college developmental writing lesson. Included is an overview of post-structural theory. I suggest one way to accommodate diversity in the classroom is by building both teachers’ and students’ awareness of epistemological positions, because some positions empower students more than others. Another reason for examining epistemologies is to cultivate awareness of the social, religious, political, and other assumptions or agendas with which we enter the classroom.   EDUFRN 2019-09-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares application/pdf https://periodicos.ufrn.br/principios/article/view/15629 Princípios: Revista de Filosofia (UFRN); v. 26 n. 51 (2019): Princípios: Revista de Filosofia (UFRN); 13-34 1983-2109 0104-8694 10.21680/1983-2109.2019v26n51 por https://periodicos.ufrn.br/principios/article/view/15629/12124 Copyright (c) 2019 Marlene V Meisels
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Meisels, Marlene V
spellingShingle Meisels, Marlene V
Philosophical and epistemological foundations of a post-structural writing lesson
author_facet Meisels, Marlene V
author_sort Meisels, Marlene V
title Philosophical and epistemological foundations of a post-structural writing lesson
title_short Philosophical and epistemological foundations of a post-structural writing lesson
title_full Philosophical and epistemological foundations of a post-structural writing lesson
title_fullStr Philosophical and epistemological foundations of a post-structural writing lesson
title_full_unstemmed Philosophical and epistemological foundations of a post-structural writing lesson
title_sort philosophical and epistemological foundations of a post-structural writing lesson
description In the world of research or instruction, operating from different philosophical and epistemological traditions results in very different kinds of classrooms. I use a post-structural perspective to show how a teacher could conduct a college developmental writing lesson. Included is an overview of post-structural theory. I suggest one way to accommodate diversity in the classroom is by building both teachers’ and students’ awareness of epistemological positions, because some positions empower students more than others. Another reason for examining epistemologies is to cultivate awareness of the social, religious, political, and other assumptions or agendas with which we enter the classroom.  
publisher EDUFRN
publishDate 2019
url https://periodicos.ufrn.br/principios/article/view/15629
work_keys_str_mv AT meiselsmarlenev philosophicalandepistemologicalfoundationsofapoststructuralwritinglesson
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