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ERIC Number: EJ935563
Record Type: Journal
Publication Date: 2011-May
Pages: 23
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1175-8708
"We Don't Twitter, We Facebook": An Alternative Pedagogical Space that Enables Critical Practices in Relation to Writing
Reid, Jean
English Teaching: Practice and Critique, v10 n1 p58-80 May 2011
This article explores what happens to interpersonal and power dynamics when tutors use closed-group Facebook pages as a social networking tool in their tutorial groups with first and second year Bachelor of Education (BEd) students at the Wits School of Education (WSoE). It argues that this literacy practice creates an alternative pedagogical space that enables critical practices in relation to writing. These pages create a space that brings students' out-of-school literacy practices into a domain which normally promotes formal, academic literacy practices; a schooled space; a space where students feel safe enough to make their voices heard; a space where there are some interesting shifts in power relationships, identities, norms of communication and modes of learning. The research analyses the writing of tutors and students on these pages from a critical literacy perspective and makes use of the critical literacy model presented by Janks (2010) to see how this space changes issues of power, access, diversity and design by creating new relationships and new forms of interaction, language and texts.
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa