Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming

Author:

Ware Ryan M.1ORCID,Zilles Julie L.2ORCID

Affiliation:

1. Landmark College, Putney, VT, USA

2. University of Illinois at Urbana-Champaign, Urbana, IL, USA

Abstract

This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of “discursive turbulence”: an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.

Funder

National Science Foundation

Publisher

SAGE Publications

Subject

Literature and Literary Theory,Communication

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