Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers)

Abstract

This article responds to Aitchson's observation that development of new pedagogic practices for teaching writing is inhibited by lack of research into how such pedagogies work in practice. The article refers to research into the introduction of a module, ‘Writing as Professional Development’, on a part-time master's-level programme for practising teachers at a UK university in 2009. The module was conceived as a post-identitarian pedagogic strategy with the potential for wider application. The post-structuralist rationale for this strategy is outlined, along with key features. Post-structuralist constructivism and expressionism challenges the separation of thought and affect in the positivistic and cognitive educational psychological frames that predominate in teacher education, continuing professional development and educational theory more generally. Relational post-identitarian pedagogic practices can generate empathic support for experimentation, and facilitate writing from experiential realities whilst simultaneously fostering critical engagement with theory.