Pub Date : 2021-11-08DOI: 10.1177/14740222211050566
R. Evans, Sarah Midford
We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students’ historical literacies – that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans’ own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline’s elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources.
{"title":"Teaching historical literacies to digital learners via popular culture","authors":"R. Evans, Sarah Midford","doi":"10.1177/14740222211050566","DOIUrl":"https://doi.org/10.1177/14740222211050566","url":null,"abstract":"We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students’ historical literacies – that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans’ own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline’s elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"285 - 301"},"PeriodicalIF":1.1,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49092086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1177/14740222211026251
L. Evis
This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.
{"title":"A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward?","authors":"L. Evis","doi":"10.1177/14740222211026251","DOIUrl":"https://doi.org/10.1177/14740222211026251","url":null,"abstract":"This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"119 - 138"},"PeriodicalIF":1.1,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-16DOI: 10.1177/14740222211045246
K. Schrum
Despite the increased use of technology in higher education classrooms, we need a better understanding of pedagogical strategies that improve student ability to produce quality scholarly digital content in the humanities. This research was designed to examine student learning through scholarly digital storytelling, a technology-enhanced assessment. The researcher collected data during and after an interdisciplinary, graduate scholarly digital storytelling course, including student work, student reflections, and individual interviews, to examine experiences at key points throughout the learning process. The results indicate that this pedagogical approach, when carefully scaffolded alongside formative feedback and ongoing student support, can increase student capacity—including digital agency, problem-solving skills, and digital knowledge production skills—to produce scholarly digital work in the humanities. Students can also learn to understand the interplay between disciplinary learning and digital skills and the ways in which both are essential for scholarly communication within and beyond the classroom.
{"title":"Developing student capacity to produce digital scholarship in the humanities","authors":"K. Schrum","doi":"10.1177/14740222211045246","DOIUrl":"https://doi.org/10.1177/14740222211045246","url":null,"abstract":"Despite the increased use of technology in higher education classrooms, we need a better understanding of pedagogical strategies that improve student ability to produce quality scholarly digital content in the humanities. This research was designed to examine student learning through scholarly digital storytelling, a technology-enhanced assessment. The researcher collected data during and after an interdisciplinary, graduate scholarly digital storytelling course, including student work, student reflections, and individual interviews, to examine experiences at key points throughout the learning process. The results indicate that this pedagogical approach, when carefully scaffolded alongside formative feedback and ongoing student support, can increase student capacity—including digital agency, problem-solving skills, and digital knowledge production skills—to produce scholarly digital work in the humanities. Students can also learn to understand the interplay between disciplinary learning and digital skills and the ways in which both are essential for scholarly communication within and beyond the classroom.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"158 - 175"},"PeriodicalIF":1.1,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44618273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1177/14740222211039958
D. Yorgancıoğlu, Sevinç Tunalı, Meltem Çetinel
This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.
{"title":"Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method","authors":"D. Yorgancıoğlu, Sevinç Tunalı, Meltem Çetinel","doi":"10.1177/14740222211039958","DOIUrl":"https://doi.org/10.1177/14740222211039958","url":null,"abstract":"This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"139 - 157"},"PeriodicalIF":1.1,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43809506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-04DOI: 10.1177/14740222211021337
Michelle Phillipov
As graduate labour market conditions have become increasingly challenging, higher education institutions have intensified their focus on ‘employability’ via strategies such as work placements. Focusing on work placements in the media and creative industries, this article identifies and analyses three key discourses that animate the pedagogical literature in these sectors: work placements as facilitating a ‘smooth transition’ to the labour market; work placements as a place in which inequalities in the labour market are (re)produced; and work placements as a space for fostering resilience and adaptation to labour market precarity. The article argues that critiques of inequalities based on race, class or gender are marked by a transformative impulse that is largely absent in critiques of those based on worker precarity. This highlights a need to adopt pedagogies that similarly unnaturalise the economic conditions of neoliberal capitalism to discursively (re)construct work in new, more socially just, ways.
{"title":"Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity","authors":"Michelle Phillipov","doi":"10.1177/14740222211021337","DOIUrl":"https://doi.org/10.1177/14740222211021337","url":null,"abstract":"As graduate labour market conditions have become increasingly challenging, higher education institutions have intensified their focus on ‘employability’ via strategies such as work placements. Focusing on work placements in the media and creative industries, this article identifies and analyses three key discourses that animate the pedagogical literature in these sectors: work placements as facilitating a ‘smooth transition’ to the labour market; work placements as a place in which inequalities in the labour market are (re)produced; and work placements as a space for fostering resilience and adaptation to labour market precarity. The article argues that critiques of inequalities based on race, class or gender are marked by a transformative impulse that is largely absent in critiques of those based on worker precarity. This highlights a need to adopt pedagogies that similarly unnaturalise the economic conditions of neoliberal capitalism to discursively (re)construct work in new, more socially just, ways.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"3 - 20"},"PeriodicalIF":1.1,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211021337","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48921790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-26DOI: 10.1177/14740222211013759
C. Wiley
This study seeks to investigate aspects of the relationship between the core academic activities of teaching and research in higher education, through a theoretically enriched discussion of the design of an innovative popular music module on Adele’s 25 album and its delivery to first-year undergraduates on a general-purpose music degree during the academic years 2015–21. Drawing on autoethnographic approaches, it contemplates the challenges associated with the execution of a module on genuinely contemporary topics, outlining the case for the importance of ensuring that university curricula remain up-to-the-minute as well as exploring strategies by which to realise this aspiration in the absence of a body of academic literature that might ordinarily have provided strong foundations for the content of such teaching. These lines of inquiry lead to consideration of broader questions concerning the evolving relationship between teaching and research in light of the substantial changes that have taken place within the UK higher education sector in recent years, as well as the possibilities for teaching-led research, developed exclusively for and in the academic classroom, as an alternative to the more traditional research-led teaching.
{"title":"Exploring the integration of teaching and research in the contemporary classroom: An autoethnographic inquiry into designing an undergraduate music module on Adele’s 25 album","authors":"C. Wiley","doi":"10.1177/14740222211013759","DOIUrl":"https://doi.org/10.1177/14740222211013759","url":null,"abstract":"This study seeks to investigate aspects of the relationship between the core academic activities of teaching and research in higher education, through a theoretically enriched discussion of the design of an innovative popular music module on Adele’s 25 album and its delivery to first-year undergraduates on a general-purpose music degree during the academic years 2015–21. Drawing on autoethnographic approaches, it contemplates the challenges associated with the execution of a module on genuinely contemporary topics, outlining the case for the importance of ensuring that university curricula remain up-to-the-minute as well as exploring strategies by which to realise this aspiration in the absence of a body of academic literature that might ordinarily have provided strong foundations for the content of such teaching. These lines of inquiry lead to consideration of broader questions concerning the evolving relationship between teaching and research in light of the substantial changes that have taken place within the UK higher education sector in recent years, as well as the possibilities for teaching-led research, developed exclusively for and in the academic classroom, as an alternative to the more traditional research-led teaching.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"74 - 93"},"PeriodicalIF":1.1,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211013759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47252448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-29DOI: 10.1177/14740222211013757
Amanda Tucker
Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum.
{"title":"Reading texts, reading people: Cognitive literary science and pedagogy","authors":"Amanda Tucker","doi":"10.1177/14740222211013757","DOIUrl":"https://doi.org/10.1177/14740222211013757","url":null,"abstract":"Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"94 - 110"},"PeriodicalIF":1.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211013757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-27DOI: 10.1177/14740222211010150
Toni McLaughlan
In the area of academia, it is rare to find a book that is both filled with investigative rigor and emotionally powerful content. This is undoubtedly one such piece. The authors refer to it as a “multivocal book,” which is quite accurate, given the 17 contributors whose research spans four continents throughout the work’s nine chapters. With the humble priority of highlighting the impact that both the internet and the English language have had on populations in areas of the world that struggle to access basic needs, let alone educational resources, the authors remind us of our own academic privilege, noting that the finished, published, printed form of the book itself may ‘remain invisible’ (5) to many involved in creating it. We are reminded at the outset of each chapter just how “global” knowledge-sharing has become, and how many aspects of our own lives as academics we have likely grown to take for granted: participation in international conferences and collaborations, access to databases of countless international journals, or even just connection to a steady supply of electricity. Dually, we are reminded, or perhaps learning for the first time, of the harrowing obstacles of infrastructure and human suffering that some of the world’s most disenfranchised populations must overcome in order to attain the globally-shared resources that comprise what we now simply refer to as “education.” Throughout the collection of nine distinct studies, all chapters feature collaboration with the Islamic University of Gaza (IUG). The book begins with a necessary and human prologue that provides the university’s context, illustrating the reality of life in the Gaza Strip—an area suffering from high rates of unemployment and poverty resulting from an Israeli blockade that chokes the population, where ‘just about everybody has to survive on humanitarian aid’ and electricity Arts and Humanities in Higher Education
{"title":"Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps (eds), Multilingual online academic collaborations as resistance: Crossing impassable borders","authors":"Toni McLaughlan","doi":"10.1177/14740222211010150","DOIUrl":"https://doi.org/10.1177/14740222211010150","url":null,"abstract":"In the area of academia, it is rare to find a book that is both filled with investigative rigor and emotionally powerful content. This is undoubtedly one such piece. The authors refer to it as a “multivocal book,” which is quite accurate, given the 17 contributors whose research spans four continents throughout the work’s nine chapters. With the humble priority of highlighting the impact that both the internet and the English language have had on populations in areas of the world that struggle to access basic needs, let alone educational resources, the authors remind us of our own academic privilege, noting that the finished, published, printed form of the book itself may ‘remain invisible’ (5) to many involved in creating it. We are reminded at the outset of each chapter just how “global” knowledge-sharing has become, and how many aspects of our own lives as academics we have likely grown to take for granted: participation in international conferences and collaborations, access to databases of countless international journals, or even just connection to a steady supply of electricity. Dually, we are reminded, or perhaps learning for the first time, of the harrowing obstacles of infrastructure and human suffering that some of the world’s most disenfranchised populations must overcome in order to attain the globally-shared resources that comprise what we now simply refer to as “education.” Throughout the collection of nine distinct studies, all chapters feature collaboration with the Islamic University of Gaza (IUG). The book begins with a necessary and human prologue that provides the university’s context, illustrating the reality of life in the Gaza Strip—an area suffering from high rates of unemployment and poverty resulting from an Israeli blockade that chokes the population, where ‘just about everybody has to survive on humanitarian aid’ and electricity Arts and Humanities in Higher Education","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"111 - 115"},"PeriodicalIF":1.1,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211010150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47202454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-20DOI: 10.1177/14740222211007403
K. Bylica, S. Roland, Laura Benjamins
Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.
{"title":"Brokering reflective spaces: Experiential learning in a summer opera program","authors":"K. Bylica, S. Roland, Laura Benjamins","doi":"10.1177/14740222211007403","DOIUrl":"https://doi.org/10.1177/14740222211007403","url":null,"abstract":"Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"20 1","pages":"426 - 447"},"PeriodicalIF":1.1,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211007403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47473064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-12DOI: 10.1177/14740222211004807
Rebecca C. Christ, Candace R. Kuby, Sarah B. Shear, Amber Ward
We, now colleagues, look to our “first” collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread A Thousand Plateaus, revisit our previous conversations, and/or rewrite this manuscript. Each encounter produces a new trail(ing). We follow some of these trail(ing)s and write this manuscript as an invitation for other students and teachers not to rush to understanding. We find great possibility comes from (re)encountering these readings that leave us confused, distressed, and/or scared, because these readings and the (re)encounters that follow also leave us open to new possible intra-actions and be(com)ings with/in the world.
{"title":"(Re)encountering A Thousand Plateaus: Producing 1000 trail(ing)s","authors":"Rebecca C. Christ, Candace R. Kuby, Sarah B. Shear, Amber Ward","doi":"10.1177/14740222211004807","DOIUrl":"https://doi.org/10.1177/14740222211004807","url":null,"abstract":"We, now colleagues, look to our “first” collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread A Thousand Plateaus, revisit our previous conversations, and/or rewrite this manuscript. Each encounter produces a new trail(ing). We follow some of these trail(ing)s and write this manuscript as an invitation for other students and teachers not to rush to understanding. We find great possibility comes from (re)encountering these readings that leave us confused, distressed, and/or scared, because these readings and the (re)encounters that follow also leave us open to new possible intra-actions and be(com)ings with/in the world.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"40 - 58"},"PeriodicalIF":1.1,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211004807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49247740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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