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Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education
Includes bibliographical references.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2014
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| _version_ | 1867614100703412224 |
|---|---|
| access_status_str | Open Access |
| author | Grant, Terri |
| author2 | Archer, Arlene |
| author_browse | Archer, Arlene Grant, Terri |
| author_facet | Archer, Arlene Grant, Terri |
| author_sort | Grant, Terri |
| collection | Thesis |
| description | Includes bibliographical references. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/10561 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:46:40.799Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/10561 Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education Grant, Terri Archer, Arlene Education Includes bibliographical references. The focus of this study is pedagogy - the 'how' of teaching. In particular, a negotiated and multimodal pedagogical approach which I have coined scenario pedagogy is of interest. Scenario pedagogy involves embedding an entire curriculum into a topical and authentic scenario, relevant to a particular group of students in higher education. The course in question is professional communication and the target group comprises senior and post-graduate accounting and other finance and information systems students registered in the commerce faculty. They are not communication students per se but register for a one-semester professional communication course towards their respective commerce degrees. In this study I examine how these students develop their professional communication practices using a wide variety of verbal and visual semiotic resources. Their selection of hybrid discursive, generic and modal resources are foregrounded at both draft and final product stage and include their communicative processes as well as the material artefacts they deliver in class. How students instantiate their meaning making and emerging identity as professionals-to-be is highlighted against a pedagogical framework of negotiated design. This framework combines a multiliteracies cum multimodal perspective which is underpinned by the notion of transformed practice. As pivotal elements of transformation - personally, collectively and societally - education and communication play significant roles, particularly in post-Apartheid South Africa still characterised by enormous socio-economic disparities and disadvantage. 2014-12-30T06:50:40Z 2014-12-30T06:50:40Z 2012 Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/10561 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Grant, Terri Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education |
| thesis_degree_str | Doctoral |
| title | Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education |
| title_full | Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education |
| title_fullStr | Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education |
| title_full_unstemmed | Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education |
| title_short | Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education |
| title_sort | scenario pedagogy as a negotiated multimodal approach to developing professional communication practices in higher education |
| topic | Education |
| url | http://hdl.handle.net/11427/10561 |
| work_keys_str_mv | AT grantterri scenariopedagogyasanegotiatedmultimodalapproachtodevelopingprofessionalcommunicationpracticesinhighereducation |