Can’t Let it Go — Inclusive Pedagogy With #Gedivt

We are deep in the heart of the Contemporary Pedagogy Syllabus and last week’s session on Inclusive Pedagogy left me reeling — in a good way. Talking with a diverse group of people about how to cultivate inclusive and diverse classrooms is always interesting, and often quite challenging, but this session was especially noteworthy for the thoughtfulness and respect that carried us through the evening. We did not talk directly about some of the issues that usually come up in these sessions, but instead  learned about Prof. Christine Labuski’s classroom technique of “Universal Precautions” and let that framework shape the discussion that followed.

We tried to distribute the opportunities for questions and discussion throughout the evening, but the group is large (forty people), and not everyone is comfortable speaking in front of the whole class. So, as people were packing up I asked them to write down a “Can’t Let it Go” — one thing they would continue to think about, one thing wanted to work on some more, or one thing they wished we had addressed during the session.

Reading through the cards, I was struck by the themes that emerged from the responses. Nearly all of them turned into “can’t let it goes” for me as well. So in the spirit of fostering connection and community (and blogging back, since I’m asking everyone to do so much “blogging forward”) I thought I’d collate some of the groups reflections so we can return to them down the road:

Theme 1: How to cultivate inclusive pedagogies in different kinds of classrooms (large, small, STEM, socially homogeneous, socially diverse, etc.) And related to that were questions about how to handle microagressions and not so micro-aggressions (discrimination). What are specific techniques, tools, approaches for these contexts?

Theme 2: People want to know how to mitigate structural inequalities that present themselves and support spaces where everyone can feel comfortable about being uncomfortable (h/t Jyotsana – whose approach was cited as an example). They want to meet their learners where they are and acknowledge the different strengths that different kinds of learner bring to the table (in terms of preparation, prior schooling, cultural capital, etc.) And they want to know, “How, why, when and what will happen when we talk about social / ethical issues in science classes?” Also a key theme of the discussion lingered in questions about how to incorporate Universal Precautions (UP) into STEM courses.  Dr. Labuski thought more about this as well, and sent me this follow-up, which I hope helps:

“I’ve also been thinking a lot about their questions, and about how I might have been better able to ‘translate’ UP for other disciplines. I know that UP was developed with ‘sensitive’ topics in mind, but I also know that part of why I developed (and practice) it is because it’s ultimately about expanding everyone’s imagination(s) about who is who and who does what in this world. So, for the students teaching engineering and agriculture, for example, I think UP might be more about not assuming who are the people who ‘have’ the world’s problems and who are the people who ‘fix’ them. I think that comes in at the beginning of the semester, with classroom discussion guidelines and (maybe) formalized UP, but it also comes in via language throughout the semester, where the words “we” (as the people doing the solving) and “them” (as the people in need of solutions) are minimized and transformed in ways that denaturalize and destabilize those relationships of dependency. “

Theme 3: Keep all kinds of diversity in mind. What are the implications of inclusive pedagogies for students (and teachers) with disabilities?

Theme 4:  “What’s the reason behind ignorance and how do we deal with it?” That’s the most succinct formulation of several reflections about the complacency or lack of curiosity we sometimes encounter in higher ed classrooms in this country.  This concern focused on the challenges of facilitating deeper engagement with the broader structures / systems of power, cultivating interest in and curiosity about difference — curiosity about other parts of the world, other cultures, even other parts of the United States. Some people also expressed concern about wanting to do these things in ways that wouldn’t be offensive.

Theme 5:  The value of being multilingual and the relative prestige of the “native” language when that language is English.  We need to problematize the idea that “American” refers only to English speakers in the United States and push back against assumptions about different kinds of accents. At a time when we are promoting coding and other abstract communication mediums, we need to assert the importance and value of being proficient in more than one language. This connects back to Theme 4 in that many US citizens only speak English and see little reason to learn another language well.

Theme 6: White Supremacy. We need to talk about it. How do we balance out the constitution’s commitment to freedom of expression against the power of ideologies of hate and prejudice — especially in the classroom. (Recognizing that context matters — that the relationship between student and instructor is about privilege and power.) “Can someone truly separate their principles and beliefs from their teaching?”

Theme 7:  The challenges of being an international student. This was a BIG theme with lots of permutations. From struggles with micro-aggressions and misunderstandings, to the vast differences in educational systems (between the US and one’s home country), to the challenge of communicating verbally in English when your native language is far-removed from English and your field of study is very technical or has a very specific common vocabulary, international students encounter a daunting array of issues. On the other hand, hearing about those issues during class definitely raised awareness among other groups in class, with some people noting they had been unaware of these things, wanted to hear more, and wanted to do more to mitigate these challenges.

Theme 8: Acknowledging and appreciating privilege. How inclusive can our learning environments be when the class lacks socio-economic diversity?  One person appreciated  Zachs idea of “donating privilege” (which references a terrific blogpost about what cycling can teach us about white privilege.

And finally, there were two nuggets worth noting:

One hopeful: “The ability of social media and technology to connect people across cultural divides and enable them to maintain those connections indefinitely.”

The other about letting go.

It’s all about attachments.

Reflections on #OpenLearning17

How will your experience in #OpenLearning affect your teaching practice or scholarship? Why?

#OpenLearning17 has provided lots of inspiration for making my teaching practices more open and accessible. The course has also helped me better understand some of the choices I’ve made about the learning environment I want to create with my students.  I have three partially written posts about specific aspects of the course and have accepted the fact that I’m not going to finish them until after the semester is over.  For now, I want to throw out what I think are three of my main takeaways:

#1: What’s in a Name? I am going to be less concerned about definitions and more attentive to what works and why. At the beginning of the semester I thought I’d come away with a coherent working definition of Open Learning. But (sort of) watching the recent debates about the definition of “Open Pedagogy” has led me to think we should advocate for a catholic use of Open and not insist on one gold star definition that gets held up as the new orthodoxy. Continue reading “Reflections on #OpenLearning17”

Contemporary Pedagogy at VT: A Conversation with Shelli Fowler

Orange Sneakers

Working with the Open Learning cMOOC  (#OpenLearning17) has given me the opportunity to re-connect with one of the most inspirational and talented educators I know. During her long tenure at Virginia Tech Dr. Shelli Fowler developed and taught a graduate course  called “Pedagogical Practices in Contemporary Contexts.”  A jewel in the crown of certificate programs in Transformative Graduate Education and Training the Future Professoriate, Contemporary Pedagogy brings together graduate students from across the university in a seminar devoted to developing a distinct teaching praxis. Shelli designed the course, which is known across campus as “GEDI” (the Graduate Education Development Institute) to help graduate students acquire the diverse and flexible skill sets they need to succeed and lead as teacher/scholar/professionals in the changing landscape of higher education. It works at multiple levels — as a professional development forum for early-career teachers, as an interdisciplinary discussion of the challenges and commonalities of engaging undergraduates at a Research I university, and as a site of critical engagement over the connections between the philosophical underpinnings and practical application of pedagogy (praxis). Continue reading “Contemporary Pedagogy at VT: A Conversation with Shelli Fowler”

Some Keywords: Access, Redlining and Divides

short handled brooms

Today is March 8 – International Women’s Day, which is being marked in the US by the #Daywithoutawoman campaign. I’ve struggled to get clarity on my own stance here — I’m especially sensitive to the point that striking is a privilege not everyone enjoys and have settled for the following demonstrations of solidarity: I’m wearing red (glasses), only spending money at my favorite local businesses owned by women, (mostly) staying off social media, reminding the world that we still / will always deserve equal pay and paid family leave, and holding off until tomorrow to post this.

Continue reading “Some Keywords: Access, Redlining and Divides”

Subjective Digital Literacy?

Cognitive Bias Cheat Sheet

It’s been nearly a week after Bryan Alexander’s invigorating tour through a “week of Digital Literacy” in our Open Learning cMOOC. Among many other things, the week helped me appreciate how fun and difficult it can be to stay abreast of a free-wheeling Twitter chat, how delightful it is to meet new people and work on shared intellectual concerns collaboratively, and how much I have to learn — not just about digital literacy, but but about learning itself.

The latter connects powerfully to the crisis of knowledge and knowing that has engulfed most communication channels since the new administration’s war on the media began under the banner of “Fake News.”  Like many others, I have spent many hours searching my soul, reading (and reading), and talking with people seeking understanding — not just of how we got to what still feels like a surreal moment, but what can and must be done to move us forward — or maybe it’s backward — to a time when dissembling, manipulating, and simply lying about what happened or what one said might not have been unheard of, but wasn’t projected at a national level as an acceptable, indeed expected mode of engagement.

Continue reading “Subjective Digital Literacy?”

#Openlearning17 — Ted Nelson

Photo of Computer Lib, Dream Machine

Repost of For the Wholiness of the Human Spirit (2015)

Re-watching Ted Nelson’s eulogy for Doug Engelbart last week reminded me of one of the many (many) reasons Nelson’s thinking about computers and society resonates so powerfully with me. Mourning the loss of one of the most pivotal stars of the new media revolution by indicting his colleagues and making them laugh (nervously), invoking the tropes of classical funeral orations and quotes from Shaw and Shakespeare, and recounting the highlights and tragedies of Engelbart’s career, Nelson’s eulogy is a tour de force in terms of form (technique) and content.  He insists, as passionately as he had in 1974, that computers should support our dreams, indeed that technology is an expression of those dreams.  And dreams, of course, are as much about the emotions as they are about reason and calculation.

 Movies and books, music and even architecture have for all of us been part of important emotional moments. The same is going to happen with the new media. To work at a highly responsive computer display screen, for instance, can be deeply exciting, like flying an airplane through a canyon, or talking to somebody brilliant. This is as it should be…..
Continue reading “#Openlearning17 — Ted Nelson”

“….it really gets hard when you start believing in your dreams….” — Doug Engelbart

In the hope that anything worth posting once can be re-posted again (different audiences?), I’m offering this reflection / question I wrote for Gardner’s New Media Seminar a couple years ago .  Thoughts, anyone?


I’ve posted before about how central Doug Engelbart is to the Awakening of the Digital Imagination. This time I’m going to let an image — or more precisely, a mural — do the talking.  Created by Eileen Clegg and Valerie Landau for the fortieth anniversary of the Mother of All Demos, this graphic representation of the interaction between cultural change, technological innovation, and what Engelbart called “collective intelligence” suggests how we have co-evolved with our technology since the early twentieth century.  At the end of the mural, a blue wave asks us to think about “the next paradigm-shifting wave of innovation”….which seems to be happening in 2015.  I mean, RIGHT NOW.

OLYMPUS DIGITAL CAMERA

So I ask you, looking at the elements of the mural and the interactions and shifts it depicts — can we imagine and work for a future using technology and our collective intelligence to deal with the world’s “increasingly complex problems” in ethically responsible and constructive ways? Put another way, can we afford not to do this?