Bringing to Life “Unrealistic” Ideas Co-Creating Courses with Undergraduate Students for Radical Change in the Humanities

In Potlatch at Pedagogy, Sara Florence Davidson and Robert Davidson remark that, "Formal education can lose its meaning for many students when it does not allow them to imagine themselves in the worlds they inhabit outside of school" (69), a statement that reiterates bell hooks 's cal...

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Published inEnglish studies in Canada Vol. 47; no. 4; pp. 91 - 98
Main Author Jary, Sheena
Format Journal Article
LanguageEnglish
Published Edmonton Association of Canadian College and University Teachers of English (ACCUTE) 01.12.2021
Association of Canadian College and University Teachers of English
ESC: English Studies in Canada
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Abstract In Potlatch at Pedagogy, Sara Florence Davidson and Robert Davidson remark that, "Formal education can lose its meaning for many students when it does not allow them to imagine themselves in the worlds they inhabit outside of school" (69), a statement that reiterates bell hooks 's call for transformative pedagogy, one that celebrates "teaching that enables transgressions-a movement against and beyond boundaries. In the first term, students will practise problem-based learning, embracing the richness of Elder Albert Marshalls concept of "Two-Eyed Seeing" (see Hatcher et al.); topics would range from community-related issues, cultural issues (for example, issues related to equity, diversity, and inclusion in the university), diverse ways of knowing, holistic learning, and the relationship between language and power. [...]undergraduate students will not be familiar with course development, so their term-two seminars will involve a combination of instruction, discussion, workshopping, and peer feedback sessions. Holistic learning and different ways of knowing are means of promoting diversity and inclusion by denying the supremacy of Western positivism. Because the academic institution has traditionally valued certain types of knowledge while concurrently devaluing other types of knowledge (for example, lived experience, nonacademic skills, hobbies), holistic learning is an important part of the co-creation of courses.
AbstractList In Potlatch at Pedagogy, Sara Florence Davidson and Robert Davidson remark that, "Formal education can lose its meaning for many students when it does not allow them to imagine themselves in the worlds they inhabit outside of school" (69), a statement that reiterates bell hooks 's call for transformative pedagogy, one that celebrates "teaching that enables transgressions-a movement against and beyond boundaries. In the first term, students will practise problem-based learning, embracing the richness of Elder Albert Marshalls concept of "Two-Eyed Seeing" (see Hatcher et al.); topics would range from community-related issues, cultural issues (for example, issues related to equity, diversity, and inclusion in the university), diverse ways of knowing, holistic learning, and the relationship between language and power. [...]undergraduate students will not be familiar with course development, so their term-two seminars will involve a combination of instruction, discussion, workshopping, and peer feedback sessions. Holistic learning and different ways of knowing are means of promoting diversity and inclusion by denying the supremacy of Western positivism. Because the academic institution has traditionally valued certain types of knowledge while concurrently devaluing other types of knowledge (for example, lived experience, nonacademic skills, hobbies), holistic learning is an important part of the co-creation of courses.
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Snippet In Potlatch at Pedagogy, Sara Florence Davidson and Robert Davidson remark that, "Formal education can lose its meaning for many students when it does not...
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StartPage 91
SubjectTerms Classrooms
Collaboration
College students
Cultural differences
Cultural studies
Culture
Curriculum development
Curriculum planning
Education
Education, Higher
Education, Humanistic
Feedback
Higher education
Humanistic education
Humanities
Inclusion
Learning
Literary studies
Methods
Multiculturalism & pluralism
Pedagogy
Positivism
Professional relationships
Social justice
Syntactic movement
Teachers
Teaching
Subtitle Co-Creating Courses with Undergraduate Students for Radical Change in the Humanities
Title Bringing to Life “Unrealistic” Ideas
URI http://id.erudit.org/iderudit/1112738ar
https://muse.jhu.edu/article/932532
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