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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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?
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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
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.
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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.
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Replying to @LucyAllenFWR @CatrinH42 and
But again, you are imagining that your marginal students are going to actually tell you what they want or need. You are imagining that they have the comfort to do so. They often do not. You are imagining you know what they want or feel they need.
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Replying to @dorothyk98 @CatrinH42 and
Oh, sure. You have to start by acknowledging you're not perfect and all-knowing. That's why I say our students will find our practices alienating at times, even if we mean well.
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Again, this entire line confuses me. Vulnerability and the ability to admit it (both for students and instructors) will depend on one's situated body. I am not interested in the intent, I am interested in the effects I do not understand the alienating part of what you are saying.
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