Event overview
Goldsmiths Literature Seminar
Francis Gilbert (Goldsmiths)
In this paper I will focus on using my own autobiographical writing in the classroom in order to stimulate autobiographical responses from the pupils I teach. In order to do this, I shall analyse the reasons why I write and my own pedagogical practice, using psycho-analytic and other frameworks.
My research questions are: what value does autobiographical discourse have in the classroom? Can autobiography and fiction be successfully merged so that pupils can feel freer to speculate about their lives? What is the therapeutic value of using autobiographical discourse in the classroom?
I will build on the previous research in this field, particularly the ground-breaking work done in the United States by James Pennebaker, looking at the therapeutic effects of using autobiography in educational and health settings. I will also examine the influence of psycho-analytical research in this area, referring to Freud and Lacan's work, using Dennis Atkinson's analysis of these approaches in educational settings as a starting point.
My methodological approach has been shaped by Pertti Alasuutari's ideas in Researching Culture; I have used a "bricolage" method of collecting data, combining field notes, interviews, work produced by my students and some relevant quantitative data. My data collection method has also been shaped by the ideas promoted in Action Research: I have reviewed and modified my classroom practice in the light of my research.
My analysis of this data discusses using my own writing in the classroom and examines the advantages and disadvantages of teachers using their writing in the classroom. In particular, it argues that encouraging pupils to write "life fiction" in the classroom context has beneficial effects. In common with other research, I have found that the blending of fiction and non-fiction (what I term ‘life fiction') enables pupils to tackle difficult events in their lives in a more imaginative and creative way. By sharing with them the benefits I have reaped from this approach, I have been able to make them see that one's life can be "constructed" anew through the process of writing. I will show how this has fostered a sense of empowerment amongst my pupils; they no longer see themselves as passive victims of their own life-stories but as active creators of it. Thus I have been able to blend my theoretical thinking with my pedagogical approach.
Dates & times
| Date | Time | Add to calendar |
|---|---|---|
| 2 Feb 2012 | 6:30pm - 8:00pm |
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