Transformative Pedagogy and Student Voice
Using S.E.A. Principles in Teaching Academic Writing
This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that it has the student’s unique signature even when situated within a paradigmatic boundary. The article expands on how facilitators of academic writing courses can incorporate S.E.A. principles of scaffolding, empowerment, and awareness as triple enablers into their teaching methodologies in order to develop student voices and usher in transformation successfully. As one of the few articles to examine how graduate and undergraduate academic writing instruction, including W.A.C. (Writing Across the Curriculum) and W.I.D. (Writing in the Discipline) teaching, can be recast to develop student voices, the paper can be helpful to readers looking for resources and recommendations to incorporate transformative pedagogy into their teaching.
Copyright (c) 2020 Sarbani Sen Vengadasalam
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Author (or Authors, collectively referred to herein as Author) retains the copyright for the Article/Review to be published in the Journal of Effective Teaching in Higher Education and is acknowledged in the copyright line on the Article/Review. The Author asserts the moral right to be identified as the Authors of the Article/Review.
- The Author and the Publisher (Journal of Effective Teaching in Higher Education) agree that the Author grants a Creative Commons Copyright License in the Article/Review to the general public (see Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0))
- The Author grants to the Publisher a royalty-free, worldwide, non-exclusive license to publish, reproduce, display, distribute and use the Article/Review in any form, either separately or as part of a collective work, including (but not limited to) a non-exclusive license to publish the article in an issue of the Journal, authorize reproduction of the entire Article/Review in another publication, and authorize reproduction and distribution of the Article/Review by means of computerized retrieval systems. The Author retains the ownership of all rights under copyright in the Article, and all rights not expressly granted in this Agreement.
- The Author agrees that the Journal of Effective Teaching in Higher Education be given credit as the original publisher in any republication of the Article/Review authorized by the Author. If the Publisher authorizes any other party to republish the article under the terms above, the Publisher shall require such party to ensure that the Author is properly credited.