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Books > Social sciences > Psychology > Cognition & cognitive psychology
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Writing and Learning in Cross-national Perspective - Transitions From Secondary To Higher Education (Hardcover)
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Writing and Learning in Cross-national Perspective - Transitions From Secondary To Higher Education (Hardcover)
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Despite the increasingly global implications of conversations about
writing and learning, U.S. composition studies has devoted little
attention to cross-national perspectives on student writing and its
roles in wider cultural contexts. Caught up in our own concerns
about how U.S. students make the transition as writers from
secondary school to postsecondary education, we often overlook the
fact that students around the world are undergoing the same
evolution. How do the students in China, England, France, Germany,
Kenya, or South Africa--the educational systems represented in this
collection--write their way into the communities of their chosen
disciplines? How, for instance, do students whose mother tongue is
not the language of instruction cope with the demands of academic
and discipline-specific writing? And in what ways is U.S. students'
development as academic writers similar to or different from that
of students in other countries? With this collection, editors David
Foster and David R. Russell broaden the discussion about the role
of writing in various educational systems and cultures. Students'
development as academic writers raises issues of student authorship
and agency, as well as larger issues of educational access,
institutional power relations, system goals, and students' roles in
society. The contributors to this collection discuss selected
writing purposes and forms characteristic of a specific national
education system, describe students' agency as writers, and
identify contextual factors--social, economic, linguistic,
cultural--that shape institutional responses to writing
development. In discussions that bookend these studies of different
educational structures, the editors compare U.S. postsecondary
writing practices and pedagogies with those in other national
systems, and suggest new perspectives for cross-national study of
learning/writing issues important to all educational systems. Given
the worldwide increase in students en
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