Provocative Poetry, Content Area Writing, and Epistemological Shift

• In Event: Roundtable Session 7
  In Roundtable Session: Provoking Tension and Mystery in Graduate Student Writing

Abstract

We investigate pedagogies for teaching content-area literacy and their implications by critically examining poetry and reflections composed as part of collaborative learning activities in a graduate-level content literacy course using critical discourse analysis. We discover a process for using convention-shift in language that allows for transformative experiences and epistemological shifts to emerge.

Authors

• Emily Duvall, University of Idaho

• Monica Rose Hansen, University of Idaho