Creative Repurposing for Expansive Learning: Considering "Problem-Exploring" and "Answer-Getting" Dispositions in Individuals and Fields.
In this introduction to the special "transfer" issue of Composition Forum, I offer some preliminary thinking about ways to expand our consideration of this phenomenon, which I will describe from here on out as creative repurposing for expansive learning, or "repurposing" in brief (Prior and Shipka;...
| Publicado en: | Composition Forum Vol. 26; pp. 3 - 4 |
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| Formato: | Artículo |
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Composition Forum
Fall2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=89458751&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 89458751 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15227502 UY7 jtl: Composition Forum issn: 15227502 maglogo: N pubinfo: dt: Fall2012 vid: 26 pid: 28865 pub: Composition Forum artinfo: ui: 89458751 ppf: 3 ppct: 1 formats: fmt: @attributes: type: T tig: atl: Creative Repurposing for Expansive Learning: Considering "Problem-Exploring" and "Answer-Getting" Dispositions in Individuals and Fields. aug: au: Wardle, Elizabeth su: Learning Disposition (Philosophy) Education Legislators Scholarly method sug: subj: Learning Disposition (Philosophy) Education Legislators Scholarly method ab: In this introduction to the special "transfer" issue of Composition Forum, I offer some preliminary thinking about ways to expand our consideration of this phenomenon, which I will describe from here on out as creative repurposing for expansive learning, or "repurposing" in brief (Prior and Shipka; Roozen). I argue for understanding repurposing as the result of particular dispositions that are embodied not only by individuals but also by what Pierre Bourdieu calls "fields," and the interactions between the two. In doing so, I focus primarily (but not exclusively) on the dispositions of educational systems. In sketching out my initial thoughts on dispositions, I draw on Bourdieu's discussions of "habitus" and "doxa." I suggest that to move forward in our consideration of repurposing and expansive learning, we might look beyond one task, one setting, or one individual to consider the habitus of the educational systems that encourage particular dispositions in individuals. I will suggest that creative repurposing is one consequence of what I will call "problem-exploring dispositions," while "answer-getting dispositions" discourage such repurposing. I end by suggesting that the steady movement toward standardized testing and tight control of educational activities by legislators is producing and reproducing answer-getting dispositions in educational systems and individuals, and that this movement is more than a dislike for the messiness of deep learning; rather, it can be understood as an attempt to limit the kind of thinking that students and citizens have the tools to do. In this view, conducting and enacting research on repurposing ("transfer"), including the scholarship in this special issue, is a high-stakes enterprise. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Composition Forum is the property of Composition Forum and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Composition Forum holder: Composition Forum dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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