Liminal Spaces of Writing in Adolescent and Adult Education
Abstract
Liminal Spaces of Writing in Adolescent and Adult Education addresses the persistent gap in writing reform at the middle, secondary, and post-secondary level. Through an examination of “useful” and “liminal” writing, the book explores the intellectual and creative space where structured expectations verge with individual imagination in writing. The premise of the book is built around a multiplicity of ways to invite adolescent and adult students to enter into states of liminality where they are encouraged to experiment with style, form, genre, and voice. Through research featuring the perspectives of adolescents, classroom teachers, teacher educators, graduate students, and literacy researchers, the book offers numerous insights into fostering a liminal and useful approach to writing instruction. Each author takes the reader through a journey of finding the liminal as teachers, writers, and researchers. Taken together, this tapestry of perspectives puts forth the argument that liminal moments are necessary caveats to explore in order to cultivate fully actualized writing where students are in control of structures and traditional writing expectations but also free to imagine new ways of breaking with conventions and being as writers. Thus, the book argues liminal writing is critical in bringing about sustained writing reform.
Schlagworte
New Literacies Academic Writing Arts-Based Writing Teachers Writing Transcultural Writing- i–xxiv Preface i–xxiv
- 45–60 Chapter 2: Why We Write: The Scribal Identities of Adolescents Working against Standardization 45–60
- 75–86 Chapter 4: In Search of the Aesthetic: An Arts-based Approach to Writing Up Our Research 75–86
- 135–144 Chapter 9: Writing Catharsis: Inviting Students to Think and Then Write Outside the Box 135–144
- 191–194 Index 191–194
- 195–200 About the Contributors 195–200