Student Inclusion through Theoretical Reframing: English
In the wake of COVID-19, educators are reconsidering not only conventional methods but also those comparatively recent to pedagogy. However, a change in pedagogical strategy can risk being little more than reactive if its philosophical grounding is…
তালিকাভুক্ত Article | গোষ্ঠী দ্বারা প্রকাশনা Discourse and Writing/Rédactologie
সংস্করণ 1.0 - প্রকাশিত উপরে 10 Jul 2025 doi: 10.31468/dwr.923 - cite this
লাইসেন্সকৃত Creative Commons BY-SA 4.0
বর্ণনা
In the wake of COVID-19, educators are reconsidering not only conventional methods but also those comparatively recent to pedagogy. However, a change in pedagogical strategy can risk being little more than reactive if its philosophical grounding is unvetted. This piece reconsiders the distributed knowledge framework and its potential for writing program administration and writing instruction. The professional communication discipline has used this framework with a frequent result: privileging expertise at the exclusion of other knowledges. This piece chronicles a writing program administrator’s pre-pandemic use of distributed knowledge, and how pandemic surprises led to a revision of the lens. The post-pandemic frame differently addresses the knowledges at play in a learning community. It works to include more students by including more of each student.
এই কাজটি উদ্ধৃত করুন
গবেষকদের এই কাজটি উদ্ধৃত করতে নিম্নলিখিতভাবে উল্লেখ করতে হবে:
- Lamberti, A., (2025), "Student Inclusion through Theoretical Reframing: English", HSSCommons: (DOI: 10.31468/dwr.923)
ট্যাগ
নোটস
Original publication: Lamberti, Adrienne. "Student Inclusion through Theoretical Reframing: English." Discourse and Writing/Rédactologie, vol. 32, 2022, pp. 212-236 . DOI: 10.31468/dwr.923. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license
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