| dc.description.abstract | This study chronicles a research project on writing development that was affected by the current contexts of uncertainty. We were set to follow 24 students from diverse admissions channels for three years, during which we held meetings and collected writing materials. In October 2019, an unprecedented wave of civil unrest led to the closure of the campus and ended face-to-face meetings. In early 2020, just as the university was resuming contact with students, the COVID-19 pandemic again forced the suspension of in-person meetings. This article addresses methodological, ethical, and epistemological dilemmas involved in researching literacy in higher education under challenging circumstances. Moreover, understanding literacy as a social practice provided a theoretical framework useful to recognise emerging results as valuable information on literacy knowledge. The unexpected findings on student writing were shaped by the context of the crisis, in which agency, student engagement, and sponsorship became intrinsically linked to national events. | |
