A Collaborative Practitioner Inquiry into Societal and Power-Relational Contexts of an Activist Writing Community’s Textual Events

2019 ◽  
Vol 15 (1/2019) ◽  
pp. 62-80
Author(s):  
Amir Kalan ◽  
Parisa Jafari ◽  
Mahdyar Aghajani
Keyword(s):  
Cultural Studies ◽  
Literary Criticism ◽  
Writing Instruction ◽  
Hip Hop ◽  
Writing Process ◽  
Practitioner Inquiry ◽  
Community Literacy ◽  
Dominant Discourses ◽  
Writing Instructors ◽  
Relational Contexts

This article describes experiences with a community literacy approach to writing instruction in a cultural studies and literary criticism workshop in Tehran, Iran (2009-2014). The writers narrate the process of writing a book undertaken by a group of Iranian feminists, who chose to write about and critique dominant discourses in Iranian hip hop, in an attempt to start a conversation with young underground Iranian rappers. Adopting collaborative practitioner inquiry, the researchers discuss different steps of the process of writing and publishing the book, and also the pitfalls and challenges that they encountered in the project and the ensuing interventions. In the course of sharing their reflections, the writers highlight the sociocultural and power relational contexts of their writing process to sensitise writing instructors to the often invisible social and political layers of the act of writing.

Oedipal and other Conflicts

2002 ◽  
Vol 3 (3) ◽  
pp. 365-382 ◽  
Author(s):  
Gail Boldt
Keyword(s):  
Cultural Studies ◽  
Sexual Development ◽  
Normal Development ◽  
Sexual Preferences ◽  
Oedipal Conflict ◽  
Psychoanalytic Concept ◽  
Dominant Discourses

In this article, the author offers a reading of the psychoanalytic concept of the Oedipal conflict, taking into account a post-structural or cultural studies' theorizing of subjectivity and the constructed nature of childhood. It is taken for granted that what are typically seen as natural gendered behaviors or natural sexual preferences are instead performative expressions of dominant discourses. Working from this stance, it is proposed that it likewise makes sense to understand the psychoanalytic perspectives on a child's gender and sexual development as tremendously instructive descriptions of how adults work through dominant discourses about normal development to bring children into being as gendered and sexualized subjects. The author argues that a major facet of parenting for most contemporary, heterosexual Western parents involves the demand that our children experience the Oedipal conflict. Using stories of the author's own parenting, she describes some of the ways that she participated in provoking outcomes that at least consciously she thought she did not intend.

Learning From Failure

2019 ◽  
pp. 292-314
Author(s):  
Natalie Edwards Bishop ◽  
Hannah Allford
Keyword(s):  
Information Literacy ◽  
Writing Process ◽  
Wait Time ◽  
Feedback Loops ◽  
Research Writing ◽  
Integration Model ◽  
Learning From Failure ◽  
Collaborative Conversation ◽  
Google Drive ◽  
Writing Instructors

Integrating the research and writing process is a stuck place for many students. Leveraging the collaborative conversation through feedback loops confronts stuck places that are critical to students mastering concepts in composition and information literacy. Instructors and librarians, in turn, are more clearly able to identify “stuck places” where students struggle with concepts and build learning experiences around those places. Implementing the collaborative conversation through Google Drive apps allows students, instructors, and librarians a platform to collaborate through shared editing and commenting. As a result, the process of providing feedback is less linear, shifting to an integrative, conversation-based experience. Google Drive affords stakeholders sufficient wait time to contextualize research, respond to feedback, and revise writing. Instructors and librarians are able to model the reflexive, iterative processes of inquiry, research, and writing alongside their students through implementation of the Research, Writing, and Feedback Integration Model.

scholarly journals Does Size Matter? Dominant Discourses about Penises in Western Culture

2013 ◽  
Vol 10 (2) ◽  
pp. 168-182 ◽  
Author(s):  
Alan McKee
Keyword(s):  
Cultural Studies ◽  
Academic Writing ◽  
Western Culture ◽  
Sexual Pleasure ◽  
Interesting Fact ◽  
Dominant Discourse ◽  
Dominant Discourses ◽  
Size Matter ◽  
Discursive Resources

The fact that a large penis is important for giving women sexual pleasure is a dominant discourse—even though it must never be spoken—in Western cultures. And this is an interesting fact, for many reasons. It is interesting for making us think about how discourses work, and how we may know them to be dominant. It suggests that a discourse that is almost never spoken publicly may still be a dominant one. It suggests that there is at least one dominant discourse in Western culture that is in the hands of women, and that can be extremely powerful against men when used correctly. And it suggests—to me, at least—that in cultural studies we should pay more attention to the discursive resources in the cultures that surround us, and the ways in which they might be used, rather than insistently looking only to academic writing for ways to progress particular political ends.

Supporting Young Writers through the Writing Process in a Paperless Classroom

2014 ◽  
pp. 337-362 ◽  
Author(s):  
Rebecca S. Anderson ◽  
Jessica S. Mitchell ◽  
Rachael F. Thompson ◽  
Kim D. Trefz
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Process Approach ◽  
Digital Tools ◽  
Fifth Grade ◽  
Future Research ◽  
Digital Writing ◽  
Student Centered ◽  
Fifth Grade Students ◽  
Writing Tools

In this chapter, the authors describe fifth-grade students' perceptions of how digital tools support writing instruction in a paperless classroom. Extending a constructivist paradigm that embraces student-centered pedagogies, this study explores both the teacher's approach as well as the students' perceptions of the digital process approach to writing. An overview of each stage of the writing process is provided that includes research supporting digital writing tools for that stage. This is followed by the findings from each section which includes: 1) how the teacher implemented the digital writing tools, and 2) the students' perceptions of the digital tools. The chapter concludes by offering areas of future research as well as offering the limitations of the study.

Beyond Writing Next: A Discussion of Writing Research and Instructional Uncertainty

2008 ◽  
Vol 78 (1) ◽  
pp. 231-251 ◽  
Author(s):  
DAVID COKER ◽  
WILLIAM LEWIS
Keyword(s):  
High School ◽  
Writing Instruction ◽  
Adolescent Literacy ◽  
Writing Development ◽  
Writing Proficiency ◽  
High School Writing ◽  
Writing Research ◽  
Teacher Trainers ◽  
Adolescent Writing ◽  
Writing Instructors

Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery. They also address divisions and gaps in the field of writing research and instruction and offer suggestions for overcoming these rifts in order to advance understanding of adolescent writing development and effective writing instruction.

scholarly journals An Analysis on the Pursuit of Happiness in The Lord of the Rings

2021 ◽  
Vol 11 (12) ◽  
pp. 1676-1683
Author(s):  
Lili Liu
Keyword(s):  
Cultural Studies ◽  
Literary Criticism ◽  
Pursuit Of Happiness ◽  
Common People ◽  
Lord Of The Rings ◽  
Peter Jackson ◽  
Archetypal Criticism ◽  
Psychoanalytic Interpretation ◽  
The Mind ◽  
The Relationship

Since The Lord of the Rings was adapted by Peter Jackson into trilogy film in 2001-03, it has astounded its critics and gratified its fans and students. Many critical journals or graduation papers have also talked about this massive novel. After doing a lot of reading concerning these reviews, it’s clear that most of them analyze this work using psychoanalytical criticism; myth and archetypal criticism; cultural studies, and recently ecocriticism. Among these theories, psychoanalytic interpretation mainly focuses on Freud’s key ideas, namely the id; ego; and superego. According to Freud’s theory that: “Psychoanalytic literary criticism is not simply about interpreting a text’s protagonists. It also seeks to relate the text to the mind of its author.”(Berg, 2003, p.84). In this circumstance, this paper will probably dig some new insights by using this theory. The paper will follow the protagonist’s inner mind through employing Freud’s some key ideas, such as repression and projection. Based upon psychoanalytic analysis of the protagonists, this paper tries to argue that the three Hobbits can acquire happiness as long as they deal properly with the relationship between themselves and the society. In other words, common people can also push the wheel of history as long as they code well with themselves and the society.

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