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ERIC Number: EJ1417503
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: EISSN-1470-1294
Collaboration and "Potential Space": Creative Play in the Writing Alliance
Miriam Jaffe; Erin Kelly; Alicia Williams; Alanna Beroiza; Mark DiGiacomo; Madhav Kafle
Teaching in Higher Education, v29 n2 p404-419 2024
Graduate students writing on their own often struggle with knowledge production and identity conflicts. Conversely, writing with others presents its own set of challenges, as collaborators struggle to define roles and expectations. To systematically foster and teach collaborative writing practices for graduate students, we performed a self study of collaborative writing. We utilized Winnicott's (1991. "Playing and Reality." Psychology Press) theory of "potential space," based on the therapeutic alliance, to cultivate a communal writing space online. Our "writing alliance" can model the socialization of graduate students across the many working relationships they forge: with colleagues (horizontal), with committees (vertical), and, in the case of learning support programs like ours, in a neutral "third space." Across these collaborative spaces, students come to see themselves as full and valued participants in knowledge formation in their discipline. We hope that these mutually-supportive experiences foster more inclusive practices in academia, particularly for students from marginalized backgrounds.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A