Author
Buchanan, G.
Year
2020
Title
Reflecting on my pedagogy : an accidental story
University
University of British Columbia
Discipline (uncoded)
Education
Macrostructure
Topic-Based
Proposed Area of Unconventionality
(Tardy, 2016)
Linguistic & Textual form
Description and other notes
Autoethnography of teaching and learning experiences. Contains different forms of writing such as poetry, prose and short stories, as well as artwork. One chapter consists of curriculum developed for a faculty workshop.
(Proposed) Degree of separation or connection between atypical or unconventional component(s) and conventional or written component(s)
Unsure (see notes).
(Proposed) Type of relationship construed between atypical or unconventional component(s) and conventional or written component(s)
Unclear (see notes). Sometimes the the atypical or unconventional components are positioned as furthering the research or inquiry process. Sometimes the atypical or unconventional components are fleeting or difficult to see. Sometimes the atypical or unconventional components are positioned as the dissertation.
Notes/Reasoning
While there are times when the unconventional is positioned up front and crucial to the dissertation, there are other moments where the unconventional components are fleeting or difficult to see, and other conventions associated with the dissertation (such as the use of citations or more formal prose) take on more prominence. This dance, so to speak, seems to mimic the author’s own cautious attitude towards adopting an unconventional approach (see pp. 14-15, with an emphasis on “trepidation” on p. 15). What if moving from separate-influenced, to connected-incorporated, to connected-intermingled is an intentional strategy? For instance, if readers are moving through the dissertation in a linear manner, this could be one way to scaffold readers towards the more experimental parts of the dissertation.
Discipline 2 (coded)
Education
Discipline Grouping (coded)
ED
Source
UBC
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