Philosophical and epistemological foundations of a post-structural writing lesson

Autores

  • Marlene V Meisels Concordia University Chicago

DOI:

https://doi.org/10.21680/1983-2109.2019v26n51ID15629

Palavras-chave:

Epistemology of literacy instruction, post-structural epistemology, post-structural writing lesson, epistemology of learners, epistemology of teachers

Resumo

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.

 

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Publicado

30-09-2019

Como Citar

MEISELS, M. V. Philosophical and epistemological foundations of a post-structural writing lesson. Princípios: Revista de Filosofia (UFRN), [S. l.], v. 26, n. 51, p. 13–34, 2019. DOI: 10.21680/1983-2109.2019v26n51ID15629. Disponível em: https://periodicos.ufrn.br/principios/article/view/15629. Acesso em: 21 nov. 2024.