'Teaching differently takes a lot of planning’: shifting discourses of writing in a communication classroom

Abstract

The central theme of this chapter is on creating opportunities for student participation in a Communications classroom at the university of technology extended curriculum programme. The author subjects a previous action research study to further critical review and in so doing interrogates the discourses of writing that informs her pedagogies. She is able to show how institutional discourse act as a barrier against more transformative approaches she wishes to introduce in her classroom. Such approaches would more readily recognize the linguistic and other resources students bring along to the learning environment.