{"title":"Embracing Disciplinary Trouble: Silos, Identity, and Shared Intellectual Endeavor","authors":"Muriel Cormican, B. Dahms, R. Kilpatrick","doi":"10.5250/femigermstud.36.1.0024","DOIUrl":null,"url":null,"abstract":"Abstract:This essay introduces an initiative designed to build bridges across languages and to promote collaboration with those closest to us in disciplinary terms within the humanities. We describe our collaborative teaching experience in a course on cultures of immigration at the University of West Georgia in which students and professors of three languages shared the classroom, brought their disciplinary expertise to bear, and traded positionalities. We outline how we organized the course, including the practicalities of accommodating both traditional and innovative curricular demands. We discuss the strategies we used to emphasize that the project was an experimental endeavor rooted in a Freirean understanding of collaborative learning as well as of teaching. Finally, we consider how such collaboration fosters empathy daily, emphasizes our similarities while not undermining our differences, and cultivates productive, cross-fertilizing reflection on identity (personal, departmental, national, and other) among students and faculty alike.","PeriodicalId":53717,"journal":{"name":"Feminist German Studies","volume":"14 47 1","pages":"24 - 39"},"PeriodicalIF":0.2000,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Feminist German Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5250/femigermstud.36.1.0024","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract:This essay introduces an initiative designed to build bridges across languages and to promote collaboration with those closest to us in disciplinary terms within the humanities. We describe our collaborative teaching experience in a course on cultures of immigration at the University of West Georgia in which students and professors of three languages shared the classroom, brought their disciplinary expertise to bear, and traded positionalities. We outline how we organized the course, including the practicalities of accommodating both traditional and innovative curricular demands. We discuss the strategies we used to emphasize that the project was an experimental endeavor rooted in a Freirean understanding of collaborative learning as well as of teaching. Finally, we consider how such collaboration fosters empathy daily, emphasizes our similarities while not undermining our differences, and cultivates productive, cross-fertilizing reflection on identity (personal, departmental, national, and other) among students and faculty alike.
摘要:本文介绍了一项倡议,旨在建立跨语言的桥梁,促进与人文学科中最接近我们的人的合作。我们描述了我们在西乔治亚大学(University of West Georgia)的一门移民文化课程中的合作教学经验,在这门课程中,三种语言的学生和教授共享课堂,发挥他们的学科专长,并交换立场。我们概述了我们如何组织课程,包括适应传统和创新课程需求的实用性。我们讨论了我们用来强调这个项目是一个实验性的努力,它植根于对协作学习和教学的自由主义理解。最后,我们考虑这种合作如何每天培养同理心,强调我们的相似之处,同时不破坏我们的差异,并在学生和教师之间培养对身份(个人、部门、国家和其他)的富有成效的、相互促进的反思。