Collaborative Learning as Democratic Practice - Holt, Mara
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Collaborative learning is not only a standard part of writing pedagogy, but it is also a part of contemporary culture. Collaborative Learning as Democratic Practice: A History examines the rich historical and political contexts of collaborative learning, starting with John Dewey's impact on progressive education in the early twentieth century. In the 1930s, for instance, collaborative practices flourished. In the 1950s, they operated in stealth, within an ideology suspicious of collaboration. Collaborative pedagogies blossomed in the protests of the 1960s and continued into the 1980s with the…mehr

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Produktbeschreibung
Collaborative learning is not only a standard part of writing pedagogy, but it is also a part of contemporary culture. Collaborative Learning as Democratic Practice: A History examines the rich historical and political contexts of collaborative learning, starting with John Dewey's impact on progressive education in the early twentieth century. In the 1930s, for instance, collaborative practices flourished. In the 1950s, they operated in stealth, within an ideology suspicious of collaboration. Collaborative pedagogies blossomed in the protests of the 1960s and continued into the 1980s with the social turn in composition theory. Twenty-first-century collaborative practices influenced by pragmatism are found in writing centers, feminist pedagogies, and computer-mediated instruction. Mara Holt argues that as composition changes with the influence of ecological and posthuman theories, there is evidence of a significant pragmatist commitment to evaluating theory by its consequences.
Autorenporträt
Mara Holt is associate professor of English at Ohio University, where she teaches graduate and undergraduate students, directs dissertations, and serves as director of composition. Some of the journals she has published in are College Composition and Communication, JAC, Pre/text, and Profession. Her current project involves incorporating racial literacies into the first-year English curriculum. In 1980 and 1983 she was a fellow of the Brooklyn College Institute in Peer Tutor Training and Collaborative Learning, sponsored by the Fund for the Improvement of Postsecondary Education, directed by Kenneth Bruffee and evaluated by Peter Elbow. She subsequently developed peer-tutor training programs at Alabama State University and Embry-Riddle Aeronautical University before moving to Texas and earning her PhD at the University of Texas at Austin.