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ERIC Number: EJ847474
Record Type: Journal
Publication Date: 2007-Mar
Pages: 11
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1710-2146
Writing Truth in Classrooms: Personal Revelation and Pedagogy
Leggo, Carl
International Journal of Whole Schooling, v3 n1 p27-37 Mar 2007
In school classrooms, teachers are always asking their students to tell stories about their lives in the contexts of family and neighbourhood. But what are the conventions and expectations that govern the stories that are told and written in classrooms? In what ways are students encouraged and constrained in writing the stories of their lives? Why is it valuable for students and teachers to write their stories? The author's intention in this paper is to address some questions and practices regarding autobiographical writing in schools, especially by exploring, discussing, and interrogating the concept and function of truth in writing. Influenced by postmodernist writers and theorists, he is committed to challenging the conventions that govern and frequently constrain the practice and pedagogy of writing in school classrooms. The author's main concern is to address how teachers remind their students that in all their writing, truth is always a complex concatenation of courage and wisdom, fact and fiction, process and pedagogy.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A