Papers by Rebecca Luce-Kapler
Journal of Literacy Research, Sep 1, 1999
... Rebecca Luce-Kapler QUEEN'S UNIVERSITY When we write literary texts such as fict... more ... Rebecca Luce-Kapler QUEEN'S UNIVERSITY When we write literary texts such as fiction, poetry, autobiography, or memoir, we initiate performances of meaning that subjunctivize reality. ... body bleached words clogged in veins sinking to mud bottom suckers in dark caves , ...
EdMedia: World Conference on Educational Media and Technology, Jun 29, 2010
English Teaching-practice and Critique, Sep 1, 2006
This paper considers some of the benefits of reading and writing eliterature, including its influ... more This paper considers some of the benefits of reading and writing eliterature, including its influences on prints texts, challenges to the imagination, and attention to metafictive devices and processes. The less cohesive, more fragmented quality of e-literature creates a subjunctive space for creation where writers can consider interesting pathways and diversions since the digital form supports multidirectional structures. Using data from a digital literacy study with an eleventh grade English class as well as her own writing of fiction and poetry, the author suggests that the fragmented nature of e-literature offers benefits for learning in school that complement rather than replace more traditional forms of literature.
Routledge eBooks, Jul 19, 2004
Theorizing an Ecology of Language Educator and writer Rebecca Luce-Kapler in her book Writing Wit... more Theorizing an Ecology of Language Educator and writer Rebecca Luce-Kapler in her book Writing With, Through, and Beyond the Text (2004) brings together writing, its interpretative experience and identity, and the more than human world through a conceptualization of writing as a system-an ecology socially comprised. The author bases her theorization within hermeneutics that evokes the imagination and feminist theory as a particular way of knowing bringing her readers into an engagement with investigative writing. The author follows in a line of curriculum theorists (e.g., Doll, 2000; Grumet, 1988; Salvio, 1999; Sumara, 2002) who are concerned with the ways in which "literary processes influence learning and teaching" (p. xi). Luce-Kapler questions the nature of writing practices by situating writing as "an ecology" (p. 9). In her conceptualization of writing as an ecology, she draws on Cooper (1986) and Abram's (1996) work that consider how writers are influenced by and interact with a social collective and the unpredictability of a diversity of writing "form systems" that "link us to the non-human world" (p xiii). To help teachers and writers consider the phenomenon of writing and "encourage writing practices that help us interpret experience and realize new understandings" (p. xii), she turns to complexity theory (see Prigogine, Stengers & Toffler, 1984) as a science of self-determining and unpredictable complex learning systems in order to extend writing to non-human systems (p. 20). The example she offers is the complex system of language as an: adapting and self-determining system ….that…continually changes in response to shifting conditions and contexts and its directions cannot be predicted as some words disappear, new ones emerge, and others develop meanings opposite to their original definition. (p. 21
International journal of qualitative methods, Mar 1, 2006
Drawing on the conception of the literary sideshadow, the author describes the development of a s... more Drawing on the conception of the literary sideshadow, the author describes the development of a sideshadowing interview used to investigate the decision-making processes of writers in a research group. To prepare for the interview, the researcher reads and notates the text that she will discuss with the participant using a process of "close reading." Sideshadowing interviews ask not only the "why" but also the "why not" and the "what if" questions, following a process of both prepared questions and conversational discovery. In the interpretation of a sideshadow interview, the researcher describes how this approach characterizes the complexity of a process. Furthermore, the researcher"s biases and influences became readily apparent through this analysis. The author suggests that her conception of the sideshadowing interview is a research technique that might offer useful data to qualitative researchers interested in exploring the nature of processes such as writing, reading, or teaching.
Educational Action Research, Jun 1, 1997
Poststructural action research highlights the ambiguity and uncertainty for those involved in res... more Poststructural action research highlights the ambiguity and uncertainty for those involved in research with other individuals. This article chronicles how such an action research group with seven young women, 15-18 years of age, used personal writing as a basis for exploring identity, and how the researcher and the teacher had to acknowledge and critique their own feminist agendas within such a setting. Relying on reciprocity and dialectical theory-building, the group evolved into a collective of women where new opportunities were created for all the participants.
Routledge eBooks, Dec 18, 2019
Childrens Literature in Education, Sep 1, 1994
The English Quarterly, 1996
Journal of Adolescent & Adult Literacy, Nov 1, 2007
This paper presents findings from a series of creative writing seminars we developed for young me... more This paper presents findings from a series of creative writing seminars we developed for young men incarcerated in a Canadian medium-security federal penitentiary. The impetus for the project was twofold: to provide literary arts programming for a marginalized population and to explore how the act of writing short fiction, through its emphasis on character composition, encourages contemplation of identity and its complex socio-cultural formulations. The latter represents an extension of our seminal research on rewriting marginalized identities through memoir and personal reflection (Luce-Kapler, 2004; Sumara, 2007). As our previous studies and those of others suggest, these experiences are particularly important for individuals whose life narratives have been negatively influenced by normative structures (Ahmed, 2007; Bryson et al., 2006; Butler, 1997; Lather, 1991; Luce-Kapler, 2004; Sumara, 2007).
International Journal of Education and the Arts, Jun 30, 2011
This research explores the ways in which normative structures organize experiences and representa... more This research explores the ways in which normative structures organize experiences and representations of identities. It reports on two groups, one in which the members identified as rural and heterosexual and the other as urban and lesbian. Both participated in literary reading and response practices organized by a literary anthropological research methodology (Iser, 1993; Luce-Kapler, 2004). Informed by research in literary theory and consciousness studies, the paper suggests that fictional
Journal of Adolescent & Adult Literacy, Apr 1, 2010
The English Quarterly, 1998
Educational Philosophy and Theory, 2008
... Dennis Sumara 1 ,; Rebecca Luce-Kapler 2 ,; Tammy Iftody 3. ... For this paper, we describe t... more ... Dennis Sumara 1 ,; Rebecca Luce-Kapler 2 ,; Tammy Iftody 3. ... For this paper, we describe the responses of one of the participantsa sixteen-year-old girl named Stevieand how her reading of the hypertext became an opportunity to explore different facets of identitya process ...
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Papers by Rebecca Luce-Kapler