Understanding teachers writing: Authority in talk and texts

Angiline Louisa Whitney, Leah A. Zuidema, James Fredricksen

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

In this article, we explore how teachers who make their work public through talk and texts may find their composing complicated by issues of authority. These public composing acts include drafting articles, preparing workshop presentations, authoring op-ed pieces and letters to the editor, developing book manuscripts-creating any of the spoken and written texts by which educators communicate as a field. We draw from three studies in different contexts to examine the authority concerns that teacher-writers experience during the composing process. Our aim is to draw attention to (a) the struggles in process that teachers face as they develop individual pieces and wrestle with rhetorical decisions, as well as (b) the struggles with people, power, and authority that occur as teachers consider how their words, ideas, and experiences circulate in public venues. We see these as intrinsically linked: The writing process is a site where the wider struggles are played out and become visible.

Original languageEnglish (US)
Pages (from-to)59-73
Number of pages15
JournalTeachers and Teaching: Theory and Practice
Volume20
Issue number1
DOIs
StatePublished - Jan 2 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)

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