The symposium will span four themes, and we invite contributions around or at the intersection of any of these themes. Some possible examples are provided under each theme (merely as suggestions).
Writing the Critical
This theme addresses the very rationale for an exploration of writing pedagogies which help deepen the thinking of students in higher education. Papers on this theme can reflect on the building blocks of critical thinking and writing pedagogy, the connections between the creative and the critical in writing and expression, the shift in pedagogies between the school and university classrooms, and the need to build critical and collaborative classrooms as micro- representations of the creative commons in society.
- A Critical Thinking and Writing Syllabus
- Critical Thinking as Habit-building
- Translation as a Critical Thinking and Writing Pedagogy
- Drawing on Creative Writing Devices to Inform the Critical
- Inculcating Critical Thinking Practices within the Limitations of High-school Syllabi
- State board/CBSE/IB Disparities in College Classrooms
- Building Collaborative Classrooms as Critical Communities
Equity and Access
This theme invites reflections on issues of equity, access and power that arise in the context of critical thinking and writing programmes. Papers on this theme can reflect on asymmetries within the classroom, the wider context within which these classrooms and universities exist, and the hierarchies that form around the use of language.
- Writing pedagogies for Bridge Programmes
- English Language Learners in university environments
- The language dominance of the Critical Thinking programmes
- Negotiating Otherness and identity in a classroom
- Forms of exclusion in writing pedagogy
Tools and Provocations
This theme invites reflections on the tools and technologies that educators use to provoke student thinking and writing in a classroom. Papers on this theme can reflect on the use of materials, technologies, even exercises, that have been used to scaffold, enable or challenge writing processes.
- Pre-writing and study skills as useful preliminaries to Critical Writing
- The use of AI in cultivating critical processes
- Using multi-media pedagogy in classrooms
- Online approaches to teaching writing in light of the pandemic
- Approaches to teaching ‘close reading’
The Discomfort of the Educator
This theme invites reflections on the practical implications of working with students in higher education in the contemporary context. Papers on this theme can reflect on the challenges faced by educators who work in the field of writing and critical thinking.
- The difficulties of assessing a ‘critical thinker’
- Negotiating power dynamics in a collaborative classroom
- Dilemmas or failures in a writing classroom
- Negotiating students’ mental health in a university setting
- The challenges of cultivating student voice in the context of ‘academic writing’
Please submit your abstract (between 350-500 words) by 30 November, 2023, and the full paper (2500-3000 words) by 31 March, 2024. You can submit your abstract as well as write to us for any further query at: email@example.com.