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Using a Process of Collective Biography Writing in Higher Education fo Develop an Ability to Explore, Reveal and Critically Reflect

Wihlborg, Monne LU (2013) In European Educational Research Journal 12(3). p.379-390
Abstract
ABSTRACT Teaching and learning are frequently treated as processes that are separate from each other, while teachers and learners are considered as disembodied entities with a neutral position towards the content which is negotiated. In collective biography writing (CBW), a very different approach is taken. Writing, reading and learning are seen as an integrated whole, where teachers and educators and students participate in the same practice(s) and context(s), thus learning through a collaborative approach, with a particular focus on themselves as learners (teachers as well as students). In this article, a memory story example is used to show the process of being a subject and of being subjected in a social context. The example provides... (More)
ABSTRACT Teaching and learning are frequently treated as processes that are separate from each other, while teachers and learners are considered as disembodied entities with a neutral position towards the content which is negotiated. In collective biography writing (CBW), a very different approach is taken. Writing, reading and learning are seen as an integrated whole, where teachers and educators and students participate in the same practice(s) and context(s), thus learning through a collaborative approach, with a particular focus on themselves as learners (teachers as well as students). In this article, a memory story example is used to show the process of being a subject and of being subjected in a social context. The example provides opportunities to become aware of how social forces work when the individual is socially approved and positioned. It is argued that the use of CBW as a methodological tool, informed by post-structural theory, is useful in learning processes that aim at revealing underlying social forces. The method supports critical reflection and opens up space for becoming more aware of differences and the construction of our ‘selving’. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
collective biography writing, higher education, learning, critically reflect
categories
Higher Education
in
European Educational Research Journal
volume
12
issue
3
pages
379 - 390
publisher
EERA
ISSN
1474-9041
language
English
LU publication?
yes
id
40ef8e77-0a0d-4060-a24e-0a6b0f4e3e4c (old id 4064799)
alternative location
http://www.wwwords.eu/eerj/content/pdfs/12/issue12_3.asp
date added to LUP
2013-09-27 15:19:54
date last changed
2019-06-27 10:03:21
@article{40ef8e77-0a0d-4060-a24e-0a6b0f4e3e4c,
  abstract     = {ABSTRACT Teaching and learning are frequently treated as processes that are separate from each other, while teachers and learners are considered as disembodied entities with a neutral position towards the content which is negotiated. In collective biography writing (CBW), a very different approach is taken. Writing, reading and learning are seen as an integrated whole, where teachers and educators and students participate in the same practice(s) and context(s), thus learning through a collaborative approach, with a particular focus on themselves as learners (teachers as well as students). In this article, a memory story example is used to show the process of being a subject and of being subjected in a social context. The example provides opportunities to become aware of how social forces work when the individual is socially approved and positioned. It is argued that the use of CBW as a methodological tool, informed by post-structural theory, is useful in learning processes that aim at revealing underlying social forces. The method supports critical reflection and opens up space for becoming more aware of differences and the construction of our ‘selving’.},
  author       = {Wihlborg, Monne},
  issn         = {1474-9041},
  keyword      = {collective biography writing,higher education,learning,critically reflect},
  language     = {eng},
  number       = {3},
  pages        = {379--390},
  publisher    = {EERA},
  series       = {European Educational Research Journal},
  title        = {Using a Process of Collective Biography Writing in Higher Education fo Develop an Ability to Explore, Reveal and Critically Reflect},
  volume       = {12},
  year         = {2013},
}