But my main point was not about a pedagogy of vulnerability. My point was to discuss what Lucy said on the roundtable that suggested that you have to teach your most vulnerable students to comply w/ the system. Not the the students must learn the system to resist it.
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Replying to @dorothyk98 @CatrinH42 and
No, that's absolutely not what I am saying. I'm saying it's good to show students they can be incomplete/ imperfect. That can feel quite personal - but we academics are like this too. It's ok, for eg, to be upset in response to texts - it can even be incorporated into your work.
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Replying to @LucyAllenFWR @dorothyk98 and
I spent ages trying to be what I thought a 'good' student/academic was - impersonal. Now I try to teach that it's ok to bring your personal responses in - but I also show students they can do that in a sophisticated, history-of-emotions way, and it can enrich your work *and* you.
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Replying to @LucyAllenFWR @CatrinH42 and
The personal as political as your scholarship is the point of decades of discussions by BIWOC about autethnography. It’s a critically theorized discussion. My point is why imagine this is new rather than thoroughly theorized etc. since the 70s by BIWOC feminists?
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Replying to @dorothyk98 @CatrinH42 and
It's not new - that's why I referred to 70s feminists in my talk.
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Replying to @LucyAllenFWR @dorothyk98 and
But I think this is a difference we keep coming back to. I think it's ok for students to discover something new *to them*. You'd rather set them reading and tell them it's all out there. Both approaches have value, but I think in my context, mine works better.
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Replying to @LucyAllenFWR @CatrinH42 and
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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Replying to @dorothyk98 @CatrinH42 and
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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Replying to @LucyAllenFWR @CatrinH42 and
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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Replying to @dorothyk98 @CatrinH42 and
Something I noticed last term was how many students - when told 'choose your own reading' - feel they're not 'allowed' to choose. So, sure, I can try my best to help them, but first I show them that I self-censor too, that it's not just them.
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Again I think what you were trying to say was not clear. And we continue to discuss completely different points. Likewise, I think the UK system need to consider the reaches of that model and its colonial structures that demand compliance. Is it @ content or @ critical thinking?
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Replying to @dorothyk98 @CatrinH42 and
Really, let's not worry about it. What I said and what you understood were always going to be a bit faulty, because of time and differing expectations and cultures. But I think there's room for lots of different ways of teaching, and I'm sure my approaches will keep on changing.
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Replying to @LucyAllenFWR @CatrinH42 and
My point is that lots of different ways do not work for all bodies. I am not interested in leaving my most marginal bodies behind in the classroom. The tenets of intersectional feminist praxis means you center the most marginal b/c then it raises everyone.
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