It lessens the separation between student and tutor, student and critic, even tutorial essay and published paper. It gives us more confidence to go off on our own and rely less on critical work to validate our own original thoughts. 3/
But I am not saying that. You are imagining that I am assigning reading to students. I am saying instructors should read the discourse on inclusive pedagogy. Autoethnography is discussed everywhere as a critical methodological tool in BIWOC feminism. And why is not knowing
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Oh, sure. But when we're talking about what you set to students to read, you don't (IMO) always tell them what you're reading, even if you've read a great deal more than them. Because it's intimidating at times.
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But what does this have to do with pedagogy? My point in discussing Davidson’s new book was to discuss student-centered pedagogy in which the class collaborated on deciding the reading. Again, I am really not clear about what you are trying to say.
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