Sociocultural complexities

While Kincheloe (2006) does not specifically focus on Basic Writing, Jonaitis (2012) does. Her article focused on the multiple views practitioners and scholars have had using computer-mediated technology (CMT) in the Basic Writing setting. She utilized Bruce Horner’s (1996) “Discoursing Basic Writing” as a frame for discussing the shifting perspectives on CMT that occurred over the past thirty years. Of Horner’s (1996) discourses, Jonaitis (2012) describes five stances: oppositional, skeptical, utilitarian, transformational, and transactional. The more negative of the stances, oppositional and skeptical, regarded CMT as more harmful than standard practices (oppositional) or too forced for use in the classroom as some regarded it as a significantly impressive tool (skeptical). In contrast, the rest are more positive views with the utilitarian stance on CMT as more of a means to fulfill student “needs,” the transformational as possibly altering student understanding of her own abilities, and transactional as the consistent reshaping of literacies as “social practices and technology” are connected. Jonaitis (2012) focused on the transactional view and how scholars must recognize the interconnectivity between technology and social practice: “Consideration of technology in the basic writing classroom, then, is not a luxury, but instead a crucial part of considering the constantly evolving literacy practices that are such a large part of basic writers’ lives” (p.51). CMT should not be viewed as an autonomous entity, isolated from student and teacher interaction with it.

CMT's influence needs to be seen in its entirety. — CMT’s influence needs to be seen in its entirety.

Like Kincheloe (2006), Jonaitis (2012) follows more of a constructivist epistemology, one that highlights that knowledge exists in understanding how the different entities involved relate to and shape one another. My specific interest in this article is the focus on technology and student literacies. Jonaitis argued that we must “. . . consider the wealth of literacy practices that our basic writers bring to the classroom” (p.45). How might the literacies basic writers already possess transfer to the academic setting? How might our choice of CMT in the classroom affect whether those literacies transfer or not? How does the educational setting possibly mute those literacies though the CMT is the same? Any question of whether transfer occurs between social media communication and academic writing must include a thorough examination of the specific CMT, its political, social, and cultural implications as it connects to students in and out of the classroom. Additionally, what are the implications of this continuously evolving relationship for our pedagogies? Any choice made in the educational setting should not be perceived as creating a single effect, but it should be viewed as influencing any entity within that context.

How does our interaction with technology shapes our perceptions of education? — How does our interaction with technology shapes our perceptions of everything, including education?

We can study students, CMT, personal pedagogy, institutional setting, or any other component; however, viewing these as autonomous objects will also limit any results we may produce as both Kincheloe (2006) and Jonaitis (2012) suggested. And like Jonaitis (2012) noted, as technology continues to evolve and become more accessible, especially for children from lower-income families, we should question how this changes our pedagogical practices once that generation arrives at the university setting? A high number of basic writers come from lower-income families; however, increased digital literacies among this student population could alter how the sociocultural identity of basic writers is formed. We must move towards a more comprehensive understanding of basic writers amidst the technological advancements, so following a constructivist approach is most likely the best choice when examining transfer with basic writing and social media. This could change as my research interests mature, but I see a better understanding of basic writers outside of the formalist, simple reductionist points of view.

References

Jonaitis, L. (2012). Troubling Discourse: Basic Writing and Computer-Mediated Technologies. Journal of Basic Writing, 31(1), 36-58. Retrieved from http://www.jstor.org/stable/43741085

Kincheloe, J. (2011). A Critical Complex Epistemology of Practice. Counterpoints, 352, 219-230. Retrieved from http://www.jstor.org/stable/42980820

Kincheloe: Advocate for Critical Pedagogy — Joe Kincheloe (1950-2008)

First, I did not select this article just because it said “Epistemology” in the title; rather, I identify with Kincheloe’s approach to pedagogy and how it ties into my research interests. Kincheloe’s notoriety stems from his work in education, specifically connecting with constructivism. In “A Critical Complex Epistemology of Practice,” he defined and explained the Critical Complex Pedagogy, one that follows the constructivist principles of knowledge that exists in the constructs we create. The issue he addressed is one that is not uncommon for many disciplinary fields, including English Studies: the division that has and still exists between practitioners/educators and researchers. He criticized the formalist model, one that resembled more of a linear assembly line-type of movement where scholarship from researchers informed institutions and its educators, who then implemented the theories in the classrooms for the students to receive. Lacking the reciprocity that would have informed and benefited both educators and researchers, this reductionist approach oversimplified the sociocultural complexities, those presented by the students, educators, institution, and technology, within the classroom and essentially “deprofessionalized the teachers” (Kincheloe, 2006, p.222). Researchers only provided “solutions disassociated from the perils of professional practice” (Kincheloe, 2006, p.225) in an effort to find the most effective way to improve test scores and make this process appear “successful.” Thus, Kincheloe (2006) called for more awareness of how research, knowledge, and practice intersect in what he terms the “bricolage” (p.225), where educators and scholars could work together to identify issues present that may have been disguised previously with the normalcy of the system.

While this article does not specifically discuss English Studies, Basic Writing, or any specific discipline, the importance lies in constructivism, recognizing the complexities that exist in the classroom and the importance of social contextualization. In my own research, I must consider the contextual factors of any Objects of Study I might focus on. Moreover, the definition of basic writers is local, meaning across the academy there is not a clear, universal method of defining them, yet our definition of them derives from particular sociocultural factors present. Simply overlooking these complexities would be the oversimplification Kincheloe (2006) warned against. He also stressed how isolating each part—student, class, curriculum, teacher, researcher—may generate numbers that appear to indicate success, but they actually show an epistemological issue where the knowledge generated appears to be “true” but is removed from the full context and thus misleading as to whether any changes to curriculum and practice is efficacious. Kincheloe (2006) commented on why oversimplification happens: “Simplicity sells, complexity doesn’t” (p.228). The language of administration is that of numbers, but more concern should be given as to how we generate those numbers.

I agree with Kincheloe’s (2006) views regarding how scholars should view the educational setting and the many contributing factors—social, political, cultural—that shape it. As we change, it changes, and without acknowledging this, we create, at the very least, incomplete truths. If I am examining if transfer occurs between social media and classroom writing for basic writers, then I must begin with the factors that contribute to a definition of each but also how the interaction between them affects those identities. Basic writers alone reveal the web of sociocultural complexities in order to reach a definition, but a social media site such as Facebook would also include additional complexities; thus, the interaction of the two, inside and outside of the classroom, creates new identities for each. Limiting my OoSes will make this more manageable, but it will not be simple.

Interview with Joe Kincheloe by Freire Project:

Reference

Kincheloe, J. (2011). A Critical Complex Epistemology of Practice. Counterpoints, 352, 219-230. Retrieved from http://www.jstor.org/stable/42980820

Tag: Sociocultural complexities

PAB #3b