ABSTRACT

This article explores challenges faced when curriculum designers address pre-service English teachers as digital writers, in a “teacher as writer” program. The article considers the resilience of print dominance in writing, including in tertiary digital education spaces and how the rhetoric of digital expansion is accompanied by practices of proscription and constraint. While curriculum theory encourages pre-service teachers to think of themselves as agentive digital communicators, designers, and producers, their capacity to actually perform as digital writers during their formal studies may be limited. Teachers, meanwhile, may have ambivalent feelings about broadening definitions of writing. It seems that the entrenched nature of traditional literacies in education, despite rapid social change in broader communication media, results from a complex assemblage of generational and sexual politics, conservative or neoliberal agendas, and teacher workloads, capabilities and identities. The article invites others to consider contradictions in their own contexts.

摘要

本文探讨了在“教师即作家”计划中，课程设计者将数字英语作家作为职前英语教师时所面临的挑战。本文考虑了包括第三级数字教育空间在内的书面印刷品在市场上的统治力，以及数字化扩张的言论如何伴随着禁令和约束实践。尽管课程理论鼓励职前教师将自己视为代理式数字传播者，设计师和制作人，但他们在正式学习期间实际扮演数字作家的能力可能受到限制。同时，教师们可能对拓宽写作的定义有矛盾的感觉。尽管在更广泛的传播媒体中社会发生了迅速的变化，但似乎传统的教育文化根深蒂固，是由代际和性政治，保守或新自由主义议程以及教师的工作量，能力和身份的复杂集合所产生的结果。本文邀请其他人根据自己的情况考虑矛盾。