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عنوان فارسی مقاله:
آرشیو، شنیداری و کارایی گوش دادن در یک تعلیم و تربیت
عنوان انگلیسی مقاله:
Audio, Archives, and the Affordance of Listening in a Pedagogy of “Difference”
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
“Affordance” has become a terminological touchstone for digital scholars in rhetoric and composition, its usage underscoring the entwinement of rhetoric and technology. In Carolyn Miller’s(2010) definition of affordance in the first epigraph, composers are the agential recipients of a medium’s appeal, induced to craft specific rhetorical acts because they can and because they can’t craft others. When digital scholars attend to the affordance of a mode or a medium, they tend to emphasize what kinds of composing its constraints help produce, such as the “particular affordances of sound” to “convey accent, emotion, music, [and] ambient sounds” (Takayoshi & Selfe, 2007, p. 9) or the “affordances of a digitally connected, networked environment” to “enable combinations of sounds, images, motions, and words” (Adsanatham, Garrett, & Matzke, 2013, p. 317). Different modes (such as words or sounds) and different mediums (such as television or the Internet)1 “afford” different rhetorical moves. In pedagogical practice, however, a focus on the production that technologies afford can sublimate the engagement with texts and materials in the process of composing. In alphabetic writing pedagogy, acts of engagement have been called “reading-to-write” tasks (Flower, 1990, p. 3) to emphasize how engagement with existing texts is embroiled in the production of new ones; as Christina Haas reminded, “in a variety of literacy contexts—within and outside educational settings—much real writing arises in response to reading, and students’ reading is often challenged, enriched, and evaluated by having themwrite” (1993, p. 19). Haas’s argumentremains cogent inmultimodal composing, where engagement expands beyond reading to include listening, viewing, and clicking. Yet, multimodal composition scholarship has shown less attention to these acts of engagement than it has to composing for an imagined user, to exploiting the affordances of technology to reach a perceived audience. 2 This essay brings the longer pedagogical concern for engagement with texts into the multimodal composing context, shifting the emphasis of affordance to how different modes and mediums also afford certain kinds of engagement in the process of composing. This shift returns to the origins of “affordance,” coined in 1979 by ecological psychologist James Gibson. Above all, Gibson was concerned with perception—with what guided our attention to some environmental aspects over others and how this sensory reception of an environment “afforded” different behaviors. In Gibson’s theory, engagement was the condition for production, rather than the other way around. While pedagogical attention to student engagement with texts and topics is important in any compositional process, it is particularly imperative in curricula that enact what Karen Kopelson has called a “pedagogical focus on ‘difference”’ (2003, p. 117). These feminist, queer, or critical pedagogy approaches ask students to recognize and challenge how “gender, ethnicity, race, class, sexuality, and many other markers of difference” can subordinate or privilege subjects (Luke & Gore, 1992, p. 1), or to queer the stability of these identity categories in the first place (Alexander & Rhodes, 2011).3 As Kopelson explained, texts assigned in such pedagogical approaches can provoke resistance in some students who view them as an “intrusion of sorts, resenting and even actively rebelling against what they may experience as the ‘imposition’ of race, class, gender, sexuality, or (more generally) cultural issues on their ‘neutral’ course of study” (2003, p. 117, her emphasis). Student resistance to feelings of “intrusion” has much to do with how they engage with the politically charged materials; how they “attribute identity or intention to a writer in order to understand or account for a text” (Haas, 1993, p. 23); and how they map that reading onto their instructor, who may herself be marked by an identity of “difference.” This, too, is an attribute of affordance. As Gibson explained, engagement is fundamentally guided by social relations of difference: “we pay closest attention to the optical and acoustic information that specifies what the other person is, invites, threatens, and does,” before acting accordingly (1979, p. 128). Paying attention to how students engage with sources before and during multimodal composing meansshifting our understanding of affordance back to Gibson and back to difference.
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کلمات کلیدی:
Creating New Learning Experiences on a Global Scale: Second European ... https://books.google.com/books?isbn=3540751947 Erik Duval, Ralf Klamma, Martin Wolpers - 2007 - Education affordances the subjects plan to evoke when performing certain activities, and the ... to carry out relaying on the set of evaluated pedagogical affordances of tools. ... while editing artifact, listening and watching artifact, interacting with artifact, ... Key Works in Critical Pedagogy - Page xx - Google Books Result https://books.google.com/books?isbn=9460913970 kecia hayes, Shirley R. Steinberg, Kenneth Tobin - 2011 - Education Radical listening is a process that has the clear purpose of making sense of ... are hermeneutic, to push on the idea and figure out the affordances the idea ... Early Childhood Pedagogical Play: A Cultural-Historical ... https://books.google.com/books?isbn=9812874755 Avis Ridgway, Gloria Quiñones, Liang Li - 2015 - Education ... 171 Learning motives, 73,124 Listening pedagogies, 18 Lived experiences, ... 17 Past-present dialectic, 13, 164 Pedagogical affordances, 69 Pedagogical ... Memory and Pedagogy - Page 89 - Google Books Result https://books.google.com/books?isbn=1136857494 Claudia Mitchell, Teresa Strong-Wilson, Kathleen Pithouse - 2010 - Education In part because of this physical response, listening often imparts a sense of emotion ... and crafted and the way in which it exploits the affordances of the format. A Pedagogy of Multiliteracies: Learning by Design https://books.google.com/books?isbn=1137539720 Bill Cope, Mary Kalantzis - 2016 - Language Arts & Disciplines The activities in this curriculum promote active listening, speaking, reading, ... To leverage the affordances of the “cloud,” we need to weave in lessons that reflect ...
