出版社：Association of Teachers of Advanced Composition
摘要：In this introduction to the special “transfer” issue of Composition Forum, I offer some preliminary thinking about ways to expand our consideration of this phenomenon, which I will describe from here on out as creative repurposing for expansive learning, or “repurposing” in brief (Prior and Shipka; Roozen). I argue for understanding repurposing as the result of particular dispositions that are embodied not only by individuals but also by what Pierre Bourdieu calls “fields,” and the interactions between the two. In doing so, I focus primarily (but not exclusively) on the dispositions of educational systems. In sketching out my initial thoughts on dispositions, I draw on Bourdieu’s discussions of “habitus” and “doxa.” I suggest that to move forward in our consideration of repurposing and expansive learning, we might look beyond one task, one setting, or one individual to consider the habitus of the educational systems that encourage particular dispositions in individuals. I will suggest that creative repurposing is one consequence of what I will call “problem-exploring dispositions,” while “answer-getting dispositions” discourage such repurposing. I end by suggesting that the steady movement toward standardized testing and tight control of educational activities by legislators is producing and reproducing answer-getting dispositions in educational systems and individuals, and that this movement is more than a dislike for the messiness of deep learning; rather, it can be understood as an attempt to limit the kind of thinking that students and citizens have the tools to do. In this view, conducting and enacting research on repurposing (“transfer”), including the scholarship in this special issue, is a high-stakes enterprise.
