Constructing the ECP lecturer as care giver and receiver through an analysis of student reflective essays

Abstract

This chapter describes the rich institutional history of the augmenting academic literacies course offered at this research-intensive university. Pre-empted by their contemporary institutional context, the authors use the notion of pedagogy of care to re-interrogate how this conceptual framing positions their lecturer identity as that of care-giver. As a result of their reflective analysis they call into question the validity of this identity description and show how in their classroom students are also able to take on the role of care-giver.