The 'Pedagogic Relation' in Accounts of Student Writers' Needs and Difficulties  

Oleh:

Scott, Mary

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Changing English: Studies in Culture and Education (Full Text) vol. 1 no. 2 (1994), page 84-95.
Fulltext: Changing English 1, 2,84 — 95.pdf (740.74KB)

Isi artikel

The central focus of this paper reflects the paradoxical fact that although published accounts of student writers' needs or difficulties are usually intended to prompt new, more soundlybased pedagogic practices such accounts pay scant attention to the 'pedagogic relation' (Bernstein, 1990). As Bernstein points out, that relation - between teacher and taught - is 'essentially and intrinsically asymmetrical' but its realisation is often 'very complex' since strategies may be used for 'disguising, masking, hiding the asymmetry'. However, in the published literature about student difficulties in academic writing in higher education the asymmetry between tutor and student, as explicitly or implicitly represented, tends to take on an idealised form remote from the complexities of actual contexts and resting on hidden ambiguities. Thus there is silence or contradiction at the very point where, in view of the practice-oriented tenor of the texts, tutors might justifiably expect developed insights; in other words, the pedagogic relation is un- or under-examined so that finally the texts do not do justice to their declared or implicit emphasis on improved pedagogic practice as their ultimate aim.

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