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Teaching through Transition:Cultivating Pedagogical Responsivity in Third Spaces
Jennifer Eidum Zinchuk, University of WashingtonWatson Conference, October 17, 2014@[email protected]
Key Questions:
1. How can we as instructors and as universities be responsive to our students and their needs?
2. How can students be responsive to their changing relationship with learning (writing)?
Key Concepts
• Consequential Transitions• Pedagogical Memory• Third Space
Consequential Transitions
• Transition to college one of the most significant transitions in one’s life.• Consider other transitions: • language learner to language user• General studies to disciplinary writing• Academic study to workplace
Consequential Transitions
King Beach (2003):• Transition: "developmental change in the
relation between an individual and one or more social activities”• Consequential: "when it is consciously reflected
on, struggled with, and shifts the individual's sense of self or social position"
Reflective struggle is key to knowledge propagation and is a force for change:
"consequential transition is the conscious reflective struggle to propagate knowledge linked with identity in ways that are consequential to the individual becoming someone or something new, and in ways that contribute to sociogenesis; the creation and metamorphosis of social activity and ultimately, society" (Beach, p 57).
Developmental Coupling
• Developmental Coupling places individuals experiencing transition in conversation with changing social activity• The coupling is powerful as the primary unit of
study;• More valuable than the individual or the
activity on their own.
Developmental Coupling
• How can we use this coupling in order to cultivate a pedagogy of responsivity?• Beach asks us to look for artifacts that are
relational in nature: "objects that embody human intention and agency in some form, and that extend beyond a particular individual participating in a particular social organization ad a particular time" (p48)
Pedagogical Memory
Jarratt, Mack, Sartor, Watson (2009):“a process of remembering writing not tied
to a single writing class or written product and shaped, but not wholly determined by, the discourses and strictures of institutional assessment. Pedagogical memory comes from individual students, but … it is produced from a broadly shared, collective experience" (p 49-50)
Third Space
• Two conceptions of third space:• physical locations such as office hours, writing
studio courses, writing centers, bridge courses (Fraizer, Grego & Thompson)• cognitive space that brings student learning
outside the classroom together with classroom learning tasks (Mauk).
• Interstitial / “space between”
Final Thoughts
• Third spaces provide opportunities for pedagogical innovation.• During consequential transitions, we have a
chance to disrupt and shape individual dispositions and institutional practices.• Pedagogical memory is a powerful concept &
method for studying consequential transitions.
Thank you!
Jennifer Eidum ZinchukUniversity of Washington
