critical pedagogy

Vol. 3, No. 4 (Spring 2022)
Brian Hotson,
Editor, CWCR/RCCR

Avasha Rambiritch is a lecturer in the Unit for Academic Literacy where she teaches academic literacy and academic writing modules at undergraduate and postgraduate levels. She is co-ordinator of the Humanities Writing Centre at the University of Pretoria, South Africa. Rambiritch is a plenary speaker at the 2022 CWCA/ACCR Conference.

I recently interviewed Rambiritch for CWCR/RCCR about her work and for a preview of her plenary conference talk. The theme for this year’s conference is Space and Safety.

Thank you for this opportunity to speak with you. I’d like to start by asking, how did you get started in writing centres? Was it a direct path?

Image of CWCA/ACCR conference keynote, Avasha Rambiritch — Avasha Rambiritch

Rambiritch: I like to think of my journey to the writing centre as one of ‘pure luck’! I am a full-time lecturer in the Unit for Academic Literacy at the University of Pretoria. As part of my responsibilities, I was the Tutor Coordinator for one of the large Academic Literacy modules offered in the Faculty of Humanities. At the end of 2013 my then Head of Department (HOD) asked if I would be interested in investigating the possibility of establishing a faculty-specific writing centre. I jumped at the opportunity and a few months later in February 2014, we opened the doors to the Humanities Writing Centre (HWC). Continue reading “Safe space to brave space: Avasha Rambiritch on space & safety in the writing centre” →

Vol 3, No 1 (Spring 2022)

In both March 2020 and 2021, CWCR/RCCR published snapshots of writing centres in Canada and their responses to the disruption of COVID 19. Now, two years on, while the thesaurus is busy writing new adjectives to describe our new realities, CWCR/RCCR is providing a snapshot from centres around Canada for 2022. We will post three snapshots—here is the first from MSVU in Halifax.

Mount Saint Vincent University Writing Centre
Hailie Tattrie, PhD Student
Mount Saint Vincent University
Halifax, NS

Making the best of COVID19: Learning together

“I really feel like this meeting has helped me!”, words from one of my regular students, Student M, who visits me at the Mount Saint Vincent University Writing Centre. Some days we edit her work together, other days we converse for the entire hour; sharing ideas, asking one another questions as we sip coffee at our desks, each of us in a different country. Despite the distance and the low hum of our laptops we make online tutoring work.

An image of Paulo Freire sitting in an office or library. — Paulo Freire

Revolutionary educator, Paulo Freire, is known for his work on critical pedagogy, as well as his exploration of the banking-model of education and the problem-posing model of education. The form of education that many in North America grew up with is known as the banking-model of education. This model is a subject-object relationship. As a tutor under the banking-model of education, I would simply sit at my desk and tell the student to remain silent as I edit their paper and make comments; there would be very little conversing. Under this model, the teacher is the subject, the bringer of knowledge, and the students are the object, empty and knowing nothing (Freire, 1970). Under the banking-model of education, students are seen as empty vessels, waiting to be filled with what is deemed the “correct” knowledge. In the banking-model, there’s no room for dialogue, critical thinking, or creativity. The banking model can be seen as Eurocentric in nature (Beattie, 2019; Kanu, 2006). However, Freire dreamed of more than the banking-model; he suggested an alternative, the problem-posing model of education. Continue reading “Two years on: COVID Snapshot of writing centres in Canada – Mount Saint Vincent University Writing Centre” →