Resumen

RAMBLRLTCH, Avasha. A social justice approach to providing academic writing support. Educ. res. soc. change [online]. 2018, vol.7, n.1, pp.46-50. ISSN 2221-4070.  http://dx.doi.org/10.17159/2221-4070/2018/v7i1a4.

The value of the support provided in a writing centre is well documented today in international literature. However, an area largely untouched has been how to implement social justice principles in the context of a writing centre. In many of the articles on writing centre support, mention is made of the fact that writing centre work is social justice work without fully defining the nature of the actual principles of this social justice. It is hoped that this paper makes a contribution in this regard. The paper begins by looking in detail at the concept of social justice, before identifying particular principles of social justice drawn from critical pedagogy that can be applied to the support provided in a writing centre. The discussion also integrates qualitative evidence gathered from a questionnaire administered to five writing consultants employed in a writing centre, as well as quantitative data generated by the online booking system used in the writing centre. An analysis of the data shows that these social justice principles are energised during the dialogue that takes place during consultations. Justification for this study stems from the need to see these issues, not as abstract concepts or as discussion tools for the experts who make important decisions but, as important in determining why and how they can be applied in practice in the writing centre.

Palabras clave : social justice; academic writing; writing centre; student empowerment; student-centred pedagogy.

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