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French
Expression (pédagogie de l’): This term is linked, according to the Dictionnaire encyclopédique de l’éducation et de la formation, to the new pedagogies of self-expression in learning contexts. The term covers modes of expression beyond just writing, but writing is a major component: freewriting, personal journals, correspondance, writing workshops, project-based learning, all the different ways to help a student construct knowledge and know-how based on personal experience and to “socialize individual desires to express” (p. 445). aux pédagogies nouvelles de l’expression de soi dans les situations d’apprentissage. Ce terme recouvre des modes d’expression autres que l’écrit, mais l’écrit y figure de façon importante : textes libres, journaux intimes, correspondances, ateliers d’écriture, pédagogie du projet, tous des moyens d’aider l’élève à construire savoir et savoir-faire à partir du personnel et de « socialiser les désirs individuels d’expression » (p. 445).
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English
This term is used in composition theory to designate a focus on writing in both research and teaching practice pushed towards “the individual, by teachers wanting students to find their ‘real voices’ and by researchers hoping to study the mental processes during the act of writing” (Harris, 1997, p. 17).
The expressivism of the 1960s-70s was constructed based on pedagogical needs; this research strand engendered a debate (that continues today) on the nature of “self” in writing (p. 41). This dabate took the shape of an entrenched dichotomy: does the “self” exist outside of its social or linguistic construction, or is it entirely socially constructed? (see constructivism/social constructivism).
The expressivist option is founded partly on a politics of resistance to institutions, the possibility of learning without being taught, the exploration of a discursive certainty created by self-confidence and personal language mastery. L. Faigley (1989), in his analysis of 25 student essays chosen by composition theorists deemed the most representative of “good student writing” observed at the time that almost all of the essays chosen were commented by their presenters as “sincere,” with “strong presence” and a clear ability to present a “meta-“ perspective built on self-reflection.
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