Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727645
Title: Stories from Irish higher education academic writing centres
Author: McClay, Deirdre Mary
ISNI:       0000 0004 6425 1490
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2017
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Abstract:
This thesis researches the experiences, from six academic writing centre founders, of developing pedagogies in one centre in Northern Ireland and five in Republic of Ireland. The aim is to identify writing centre pedagogies, and to map them to writing theories and epistemic roots; based on these mappings, the study explores how the pedagogies impact on student inclusivity in writing support within the host institution. From eight centres in 2014, seven founders were invited to participate based on online visibility, sector and jurisdiction; six agreed. The methodology used is narrative inquiry. Data are collected using one semi-structured, in-depth, narrative interview with each founder, and document analyses of founder publications, funding documents, teaching materials, websites, social media, and researcher journaling. Data are analysed for each centre using two frameworks: firstly, the three commonplaces of temporality, interaction, and context; secondly, a six-level hierarchy of approaches to teaching writing - study skills, creative self-expressionism, process, socialisation^), socialisation^), and academic literacies. Findings are six emplotted stories with case-centred and cross-case analyses. Findings include that all six centres use a variety of pedagogies, linked to the six-level writing framework, with each centre unique in evolution. Three centres use social practice level pedagogies (socialiation(2)) with two of those using socio-political level (academic literacies). All centres use process-based pedagogies but three are situated at that level. Three themes emerge regarding centres using academic literacies pedagogies: collaboration, consideration of disciplinarity, and criticality. Two epistemologies are identified as relevant (storehouse and Burkean Parlor), and Deweyan pragmatism is also proposed. Student inclusivity issues are identified based on: lack of consistency in size, scope and resourcing of the centres; and, inconsistencies in addressing disciplinary writing. It is recommended that Irish academic writing centres are funded to reach their potential in pedagogies that are inclusive of the whole student body particularly regarding disciplinary writing.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.727645  DOI: Not available
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