The elusiveness of imagination : a case study of five teachers' conceptions and enactments of imaginative writing pedagogies in Gauteng classrooms.
Year: 2010
Type: dissertation
Abstract: This thesis explores the relationship between teachers’ conceptions of imagination and \nimaginative writing and how they enact these ideas in the classroom. The three primary \nresearch questions are (1) how do teachers conceptualise the imagination and imaginative \nwriting? (2) how are these ideas and beliefs enacted through classroom writing practices? \n(3) what is the relationship between teachers’ conceptions of imaginative writing and their \nenactment of imaginative writing pedagogy in the classroom? \nI argue that imagination and imaginative writing have been sidelined in South African \neducational discourses and that a narrow view of imagination prevails. Drawing on \nVygotsky’s work on imagination, writing pedagogy theorists and philosophical ideas, I argue \nfor a nuanced model of imaginative writing which synthesises higher-level thinking, affect \nand creativity. \nThis study uses a multiple case study methodology. In order to answer the first research \nquestion, I conducted in-depth interviews with five intermediate phase teachers. I then \nobserved their English classes, two weeks per teacher, to gain insights into the second and \nthird research questions. I also gathered and analysed samples of learners’ writing to \nexplore the impact of teachers’ pedagogies on learners’ writing. Thus, enactment of \nimaginative writing pedagogies is explored from various angles. \nThe findings suggest that there is a complex relationship between teachers’ personal writing \nhistories, their conceptions of imaginative writing and classroom practice. One of the central \nfindings of this thesis is that teachers’ personal writing practices have less of an impact on \ntheir imaginative writing pedagogy than one would expect. Teachers’ conceptualisations of \nimagination and their related beliefs and attitudes have a more significant impact on their \npedagogy than their personal writing practices. However, values and beliefs that embrace \nimaginative writing, while a necessary precondition for productive practice, are not \nnecessarily enough. These need to be coupled with a well-developed pedagogy and \nimplemented in institutional contexts that are conducive to imaginative writing. \nTeachers draw on a range of different discourses to construct their ideas about imaginative \nwriting and their practice. While the discourses articulated in the interviews were \niii \nsignificant, at times there were tensions between teachers’ espoused and enacted practice \nand in some instances contradictory discourses operating in the interview and in their \nclassrooms. The findings of this thesis highlight the importance of key elements of practice \nworking together, pulling in the same direction and being framed by reinforcing discourses. \nAt times all five teachers drew on imaginative discourses (i.e. discourses that value \nimaginative writing and thinking, and that regard it as central to learning), and strove to \npromote imaginative writing. However, the ultimate effectiveness of this was largely \ndetermined by the manner in which imaginative discourses were sustained and integrated \nwith other discourses.
Author: Belinda Mendelowitz
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2113858916