Transformations: The Journal of Inclusive Scholarship and Pedagogy最新文献_第3页

Passing Through: Feminist Digital Pedagogy and Failure in the General Education Classroom 穿越:女性主义数字教学法与通识教育课堂的失败

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-09-06 DOI: 10.1353/tnf.2019.0002

Lauren M. Rosenblum, Laurel Harris

{"title":"Passing Through: Feminist Digital Pedagogy and Failure in the General Education Classroom","authors":"Lauren M. Rosenblum, Laurel Harris","doi":"10.1353/tnf.2019.0002","DOIUrl":"https://doi.org/10.1353/tnf.2019.0002","url":null,"abstract":"abstract:In this article, we consider how a pedagogical approach that allows for failure can be at once valuable and fraught with consequences for marginalized students and faculty in general education classes. As feminist scholars and teachers, we embrace bell hooks's pedagogical ambition to \"restore the spirit of risk—to be fast, wild, to be able to … transform.\" In seeking the transformative possibilities of risk, we turned to digital pedagogy as a practice promoting what Katherine D. Harris calls \"productive failure.\" Experimental digital projects are often avoided in large general education classes due to the messiness of these projects and the demands on students and faculty to manageably navigate course requirements. Nevertheless, the experimental possibilities of the digital humanities appealed to us as a means of reconstructing the general education literature classroom as the egalitarian, conversational, and transformative space we hope to foster as feminist educators. We thus collaborated on developing an online critical edition of Nella Larsen's 1929 novel Passing in two large, introductory core literature classes—one taught at Adelphi University in the fall and the other at Rider University in the spring. This project created the atmosphere of community we were seeking, but it failed to be as inclusive as we intended or to make student learning as visible as it needed to be. Our experience leads us to question how to use digital humanities approaches to feminist ends. It further sheds light on the institutional inequalities that shape our successes and failures.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133768672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Roving Reflections: Three American Scholars, the Tenth Rule of Janteloven, and 392 First Days of Class 巡回反思:三个美国学者，詹特洛芬第十规则，和392第一天上课

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-09-06 DOI: 10.1353/TNF.2019.0004

Brianne Jaquette, Ruth Fairbanks, Rachel Cohen

{"title":"Roving Reflections: Three American Scholars, the Tenth Rule of Janteloven, and 392 First Days of Class","authors":"Brianne Jaquette, Ruth Fairbanks, Rachel Cohen","doi":"10.1353/TNF.2019.0004","DOIUrl":"https://doi.org/10.1353/TNF.2019.0004","url":null,"abstract":"abstract:In this article, the authors address the lack of scholarship about teaching abroad—beyond scholarship about student teaching—by adding to the conversation their perspectives of being Fulbright Roving Scholars in American Studies in Norway. We argue that the benefit of teaching abroad is the chance not only to learn about new cultures but also to create spaces where we can question our own assumptions about teaching, about culture, and about how to be global citizens. Reflection is one of the most critical tools for engaging with these experiences, and we consider the role that reflection played in coming to understand the changes made to our teaching practice during and after our year abroad. In the body of the text, we reflect upon issues such as social norms in Norway, teacher expectations of student participation, conversations about race, trends in immigration, and attitudes toward gun violence. We emphasize the need to break from norms of teaching experience, even without the opportunity to teach abroad, in order to change habits and bring new perspectives into the classroom, and we conclude by emphasizing the importance of teaching community to growing as a teacher.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128530503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Women's Writing: A Case Study in Creative Praxis 女性写作教学:以创新实践为例

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0018

R. Lipperini

引用次数: 2

Abrogated Authority: A Failed Experience with Research in an Introductory Geology Classroom 被废除的权威:地质学入门课堂研究的失败经验

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0012

N. Arens

{"title":"Abrogated Authority: A Failed Experience with Research in an Introductory Geology Classroom","authors":"N. Arens","doi":"10.1353/TNF.2018.0012","DOIUrl":"https://doi.org/10.1353/TNF.2018.0012","url":null,"abstract":"abstract:An authentic research experience—where the outcome is unknown at the outset—is essential to the development of real-world scientists. However, most \"canned\" laboratory activities at the undergraduate level have well-planned outcomes that are known to the teacher and surmised by the students. With the goal of better preparing science students for research and others as informed consumers of science, I added such an authentic research experience to my college-level introductory geology class. Students developed the research question, devised methods, gathered and analyzed data, drew inferences, and presented results on a topic with conclusions unknown at the outset. For most classes, the project worked because at least some students were willing and able to take intellectual authority as leaders and to guide their peers. However, when students were unable to transfer authority from the professor to themselves and their data, the project failed. This article describes the prerequisites of success (naturally emerging peer leadership) and the seeds of failure in one case study of authentic research in the college introductory science classroom.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124248278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Radical Imagination as Pedagogy: Cultivating Collective Study from Within, on the Edge, and Beyond Education 激进想象作为教育学:从教育内部、教育边缘和教育之外培养集体学习

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0010

Erin Dyke, E. Meyerhoff, Keno Evol

{"title":"Radical Imagination as Pedagogy: Cultivating Collective Study from Within, on the Edge, and Beyond Education","authors":"Erin Dyke, E. Meyerhoff, Keno Evol","doi":"10.1353/TNF.2018.0010","DOIUrl":"https://doi.org/10.1353/TNF.2018.0010","url":null,"abstract":"abstract:In our exploration of radical imagination as pedagogy, we theorize education as a particular mode of study that has historically been bound up with oppressive modes of life, including capitalism and colonialism. We argue that alternative modes of study have existed alongside, and in conflict with, education and its associated modes of life. These alternatives have been intertwined with the radical imagination, a collective practice that arises from within social movements against imaginaries that uphold the status quo. Inspired by Black radicalism, movements for Indigenous resurgence, and other intellectual traditions that theorize and mobilize a radical imagination, we reflect on our experiences of attempting to create subversive spaces of collective study, from within and beyond education institutions. In our analysis of our experiences in case studies of teaching a university course, organizing a radical education union, and projects of collective Black study beyond formal education institutions, we find that the practice of radical imagination-as-pedagogy is premised on affective and relational labor—labor that has been historically invisibilized, feminized/sentimentalized, and devalued in education, even in writing on critical pedagogies. Working across our examples, we consider the key role of relationships and affect for movement-building toward education justice. We conclude by offering strategies for cultivating a radical imagination within and beyond classrooms.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127301404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Collaborative Dialogue on the N-Word in a University Classroom 大学课堂中n词的协作对话

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0015

L. Gee, Sarah Wood

引用次数: 2

Move Slow and Fix Things: Teaching Computer Science Majors to Decode Discrimination and Design Diverse Futures 慢点行动，解决问题:教计算机科学专业的学生解码歧视，设计多样化的未来

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0014

C. Sharpe, J. Rothenberg

{"title":"Move Slow and Fix Things: Teaching Computer Science Majors to Decode Discrimination and Design Diverse Futures","authors":"C. Sharpe, J. Rothenberg","doi":"10.1353/TNF.2018.0014","DOIUrl":"https://doi.org/10.1353/TNF.2018.0014","url":null,"abstract":"abstract:Our course, \"Designing for Diversity: Anthropology and New Technologies,\" teaches how and why people experience technology as discriminatory in order to guide students to imagine more inclusive futures for the design and development of new technologies. We recognized that while interest and enrollment in computer science has increased dramatically over the last five years, few courses centered on the human-user and ethical issues related to designing and building technology. We created this course as a new opportunity to engage our students interested in entering the technology industry with principles of ethnography, disability studies, and critical race, feminist, and queer theories. With these new frameworks, students pursued small research projects that would prove valuable for future software engineers and the future of technology development. By training future technologists to recognize and remedy the encoding of bias into technology, this course offers a prototype for teaching students how to envision more desirable futures for technology in relation to gender, race, and disability. In this way, our pedagogy draws on a design perspective that addresses the future as something that will be both imagined and made to be ethical and inclusive.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116347612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

This Will Change Everything: Teaching the Climate Crisis 这将改变一切:教育气候危机

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0017

J. Foran, Summer Gray, C. Grosse, T. Lequesne

引用次数: 3

Assessment Failure: Lessons for the Reflective Practitioner 评估失败:反思从业者的经验教训

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0011

Neil O’Boyle

{"title":"Assessment Failure: Lessons for the Reflective Practitioner","authors":"Neil O’Boyle","doi":"10.1353/TNF.2018.0011","DOIUrl":"https://doi.org/10.1353/TNF.2018.0011","url":null,"abstract":"abstract:Anyone who has ever taught in a higher education institution for at least a semester will undoubtedly have experienced a 'little' teaching failure: a computer malfunction, a PowerPoint slide that contains out-of-date information, a 'real-life' example that doesn't quite work. Occasionally, however, some of us are unfortunate enough to experience 'big' teaching failures—when a lesson simply flops or, worse, a whole class does. Following the perspective of the reflective practitioner, which encourages educators to reflect critically on their teaching practices, the motivation behind this short essay is to reflect on a personal experience of a biggish teaching failure—namely, an assignment that simply didn't work. In order to better understand this teaching failure, and to draw out some broad pedagogical lessons from it, I compare it to an assignment that has worked extremely well over the years, and which I still use regularly in one of my classes. Rather conveniently, both assignments have been given to undergraduate students midway through a Communication Studies program, and both involve the analysis of advertising—meaning that the subject matter and level of student learning are similar in both cases.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114864743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Challenge of Providing High-Quality Feedback Online: Building a Culture of Continuous Improvement in an Online Course for Adult Learners 提供高质量在线反馈的挑战:在成人学习者的在线课程中建立持续改进的文化

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-05-07 DOI: 10.1353/TNF.2018.0013

Emily Hodge, Susan Chenelle

引用次数: 6