Slow Pedagogy for Themed Writing Courses

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JaLC DOI	info:doi/10.34577/00005192
アイテムタイプ	紀要論文 / Departmental Bulletin Paper
言語	英語
著者	Cousins Emily
抄録	Within academia, proponents of slow pedagogy advocate for student learning experiences that promote mindful, deliberate reflection and embodied knowledge. The complexity of real-world issues raised in the ELA program’s themed content invites an exploration of how slow pedagogy can encourage students to engage in meaningful reflection about these topics in ways that contribute to identity development. This paper explores trends in the slow movement that are salient for developing approaches to teaching themed writing courses. After a brief overview of interdisciplinary slow movement scholarship, I examine the potential value of slow pedagogy for academic writing instruction. Slow pedagogy can offer tools for instructors to rethink normative productivity enforced in fast education and to seek teaching practices that foster students’ meaningful engagement with content themes.
雑誌名	語学研究
巻	37
ページ	1 - 7
発行年	2022
出版者	International Christian University
ISSN	0913-3615