sh.sePublications
Change search
ReferencesLink to record
Permanent link

Direct link
Kreativt skrivande och kritiskt tänkande: En textanalytisk fallstudie av studenters arbete med kritisk metareflektion
Södertörn University, School of Culture and Education, Rhetoric. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

I högskolesammanhang finns en tendens att betrakta fantasi och känsla som hinder för kritiskt tänkande. I denna studie, som har en högskoledidaktisk utgångspunkt, prövas tvärt om att se subjektivitet som resurs. Studien prövar lärande genom skrivande. Den prövar också hur man kan analysera den skrivna texten för att se vilka läranderesultat som följt avskrivandet. Närmare bestämt är det kreativt skrivande som metod för att öva kritiskt tänkande som undersöks. På en högskolekurs i kreativt skrivande får studenter i uppgift att skriva berättelser utifrån ett moraliskt dilemma. Berättelserna blir underlag för diskussioner och analyser under seminarier. Till sist sammanfattar studenterna sina tankar och iakttagelser i samband med övningen i en reflektionstext. Dessa texter utgör huvudmaterialet för studiens textanalytiska ansats.För att undersöka lärandet genom skrivande har aktivitetsteori, en organisationsteori på sociokulturell grund, använts som en textanalytisk modell. Analysresultaten visar att kritiskt tänkande blir olika i de närmare femtio texterna som undersökts, men att det följer vissa mönster som är beroende av vad skribenterna vill med sitt skrivande och vilka de blir när de skriver, alltså vilka skribentidentiteter som intresserar dem.

Abstract [en]

This study’s research problem has its starting point in teaching and learning in higher education. The focus is onlearning through writing, particularlythe use of creative writing for critical thinking purposes. Learning is viewed asbeinglinked to identity and to new possibilities for selfhood as writers, thus opening up new ways of thinking from the expansion and changethat result from the identification processes involved in learning. In a writing context, identity is defined as discoursal identity, and it originates and develops in an interplay between the writer and the writing environment, where the writer may reflect upon their own learning and that of others through their writing. The activities of writing and learning by writing are thus viewed as deeply embedded in the social context in which they are situated. My main hypothesis is that creative writing can enhance critical thinking, and the study at handaims totestthishypothesis by means of a writing assignment that I have developed. There are two more specific aims of the study. One is empirical, that of testingthe link between critical thinking and creative writing, to examinedifferent types of reflective writing and the discoursal identities that result from the writingassignment. Another aim is theoretical. I look for an understanding of how texts constitute sites where learning and identity are negotiated by writers in their writing environment. For thisI have constructed a model for analyzing context in text, applying categories fromactivity theory (Engeström 1987) onto various types of textual analyses, mainly thematic and discourse analysis. In this study, the model has been empirically tested in a case study. The results confirm the hypothesis that creative writing can be used to traincritical thinking, but the learning outcomesvaryamongst the writers and areclosely linked to thediscoursal identities they wish to ascribe to themselves. The empirical test of the model shows that it can be used to map texts as “sites of struggle” (Ivanič1998:331f.) revealing where conflicts lie between the learnerand the learning environment.

Place, publisher, year, edition, pages
Örebro: Örebro university , 2015.
Series
Örebro Studies in Rhetoric, ISSN 1652-3970Södertörn Doctoral Dissertations, ISSN 1652-7399 ; 109
Keyword [en]
activity theory, applied linguistics, creative writing, critical thinking, identity, rhetoric, teaching and learning, textual analysis
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:sh:diva-27398OAI: oai:DiVA.org:sh-27398DiVA: diva2:810676
Public defence
2015-05-22, Södertörns högskola, MB505 Moas båge, Alfred Nobels allé 7, 13:15 (Swedish)
Opponent
Available from: 2015-04-02 Created: 2015-05-08 Last updated: 2015-05-13Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Edberg, Hélène
By organisation
Rhetoric
Languages and Literature

Search outside of DiVA

GoogleGoogle Scholar

Total: 386 hits
ReferencesLink to record
Permanent link

Direct link