It's not new - that's why I referred to 70s feminists in my talk.
-
-
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.
3 replies 0 retweets 0 likes -
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
1 reply 0 retweets 0 likes -
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.
1 reply 0 retweets 0 likes -
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.
2 replies 0 retweets 0 likes -
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.
1 reply 0 retweets 3 likes -
Replying to @LucyAllenFWR @CatrinH42 and
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?
1 reply 0 retweets 1 like -
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.
2 replies 0 retweets 3 likes -
Replying to @LucyAllenFWR @CatrinH42 and
This is not about pedagogical choices that have no consequences. This is about the feminist ethics and about justice and access. So not all pedagogical models will do justice to my most marginalized students.
1 reply 0 retweets 0 likes -
Replying to @dorothyk98 @CatrinH42 and
I agree not all models work for marginalized students - but, in my view, this way is the best one I know for my most marginalized students. That's why I do it. It could be that our marginalized students have different experiences/needs, too.
5 replies 0 retweets 1 like
in order to think about my classroom in relation to disability and differently abled issues. I am not going to assume that I know the experiences of my differently abled students nor imagine they may trust me and tell me all. So why imagine likewise
Loading seems to be taking a while.
Twitter may be over capacity or experiencing a momentary hiccup. Try again or visit Twitter Status for more information.