A Contemplative Approach to Graduate Writing Development: Reflections from Thai Writing Classrooms

Authors

  • James Burford Thammasat University
  • Adisorn Juntrasook Thammasat University
  • Wasana Sriprachya-anunt Thammasat University
  • Linda Yeh Thammasat University

DOI:

https://doi.org/10.31468/cjsdwr.599

Abstract

This article addresses an under-researched area of writing studies: the use of contemplative pedagogies in the development of graduate writing. Drawing on reflective analysis from writing instructors, this article seeks to both contextualize the teaching and learning of writing in the Thai context, and to introduce experiments in contemplative writing pedagogy. In particular, the article reports on graduate-level writing courses that are embedded within the curricula of two education-field Masters programmes in Thailand. Four instructors involved in these courses reflect on their combined experience of integrating contemplative pedagogies, describing the steps they undertook to bring these into the classroom. The contribution of this study is its reporting on research in the under-considered area of contemplative practices, as well as opening up the consideration for graduate writing development in non-Anglophone contexts, such as Thailand. It is hoped that the documentation of the tools and strategies used by Thai instructors will assist others to bring contemplative approaches into play in their own classrooms.

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Published

2018-02-06

How to Cite

Burford, J., Juntrasook, A., Sriprachya-anunt, W., & Yeh, L. (2018). A Contemplative Approach to Graduate Writing Development: Reflections from Thai Writing Classrooms. Discourse and Writing/Rédactologie, 28, 127–148. https://doi.org/10.31468/cjsdwr.599

Issue

Section

Special: Play, Visual Strategies & Innovative Approaches to Grad Writing