| Reference : Writing we: Collaborative text in educational research |
| Parts of books : Contribution to collective works | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/7794 | |||
| Writing we: Collaborative text in educational research | |
| English | |
Siry, Christina  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >] | |
| Ali-Khan, Carolyne [> >] | |
| 2011 | |
| Critical pedagogy in the 21st century | |
| Malott, Curry | |
| Portfilio, Bradley, J. | |
| IAP Press | |
| 233-249 | |
| No | |
| Connecticut | |
| USA | |
| [en] Collaboration ; cowriting ; polyvocality ; polysemicity ; epistemology | |
| [en] In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of
<br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the <br />politics and epistemological assumptions of the do-your-own-work mentality pervasive throughout education. Through a theoretical, methodological and ethnographically thick exploration of collaboratively produced text, we offer a different paradigm for understanding and producing knowledge. Cowriting is examined as an unfolding, polyvocal, and necessarily <br />multifaceted journey toward a new critical pedagogy of working “with.” | |
| http://hdl.handle.net/10993/7794 | |
| also: http://hdl.handle.net/10993/15229 |
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