A Psychoanalytic Approach to Teaching Writing about Literacy Experiences

• Published in: Humanities Studies East and West Vol. 68; pp. 153 - 184
• Main Author: Yoo, Hyun-Joo
• Format: Journal Article
• Language: English
• Published: 인문과학연구소 28.02.2025
• Subjects: 기타인문학
• ISSN: 2713-6493; 2671-9258
• DOI: 10.37498/HSEW.2025.02.68.153

This paper explores the application of psychoanalytic principles in teaching writing about literacy experiences to non-native English-speaking students. First, it examines the importance of reading narratives about literacy experiences as a foundation for students to critically engage with the complex socio-political dimensions of literacy. Next, the papter discusses two types of writing assignments that can facilitate students’ psychoanalytic exploration of their own literacy experiences and help them develop a more nuanced understanding of the relationship among language, identity, and power. Furthermore, this paper investigates effective strategies for responding to student writing in a psychoanalytic framework, focusing on techniques that encourage students to recognize their unconscious desires and conflicts related to their literacy experiences. Finally, the paper addresses potential obstacles and challenges in implementing a psychoanalytic approach to writing education, such as resistance from students, institutional constraints, and the need for teacher training and support. Overall, the primary objective of this research is to provide a comprehensive theoretical analysis of the potential benefits and transformative power of incorporating psychoanalytic principles into writing education for non-native English-speaking students. By establishing a solid foundation for understanding the value of a psychoanalytic approach, this paper highlights how it can help non-native English-speaking students develop a stronger sense of self, an authentic voice in their writing, and a deeper understanding of the complex interplay among language, identity, and power in their literacy. Thus(As a result), it contributes this paper contributes to the growing body of research on psychoanalytic pedagogy in language education. KCI Citation Count: 0