Pub Date : 2021-12-29DOI: 10.14434/josotl.v21i4.32844
S. Wahab, Erica Fonseca
Social Justice and Social Work is a foundational course required for all social work students in the master’s of social work program at Portland State University. Although the course has long focused on interrupting oppressions including White supremacy, teaching the course during the fall of 2020 required a nimble dance between our familiar modes of teaching and the need for spontaneous adaptation and creativity. The unique landscape for this course included teaching the course remotely (Zoom), inside a university embattled around the arming of its security force (that killed a Black man in 2018), in a city targeted by an armed federal response to the racial uprising led by Black Lives Matter, in a state with a long history of White supremacy and Black exclusion, and under a federal administration explicitly aligned with White supremacy. This paper offers a reflection of our teaching about and against White supremacy during this unique moment in time. We position our writing at the intersections of teaching and activism, of hope and uncertainty. It is from our shared commitment to the abolishment of White supremacy that the following tenets were derived, grounding our experimental teaching in complexity, complicity, and social transformation: (1) remembering for the future, (2) attending to collective grief and rage, (3) bringing the streets (racial uprising) into the classroom, and (4) repurposing the classroom for social transformation.
{"title":"Reflections on Teaching Against White Supremacy During a Time of Social Rupture and Transformation","authors":"S. Wahab, Erica Fonseca","doi":"10.14434/josotl.v21i4.32844","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32844","url":null,"abstract":"Social Justice and Social Work is a foundational course required for all social work students in the master’s of social work program at Portland State University. Although the course has long focused on interrupting oppressions including White supremacy, teaching the course during the fall of 2020 required a nimble dance between our familiar modes of teaching and the need for spontaneous adaptation and creativity. The unique landscape for this course included teaching the course remotely (Zoom), inside a university embattled around the arming of its security force (that killed a Black man in 2018), in a city targeted by an armed federal response to the racial uprising led by Black Lives Matter, in a state with a long history of White supremacy and Black exclusion, and under a federal administration explicitly aligned with White supremacy. This paper offers a reflection of our teaching about and against White supremacy during this unique moment in time. We position our writing at the intersections of teaching and activism, of hope and uncertainty. It is from our shared commitment to the abolishment of White supremacy that the following tenets were derived, grounding our experimental teaching in complexity, complicity, and social transformation: (1) remembering for the future, (2) attending to collective grief and rage, (3) bringing the streets (racial uprising) into the classroom, and (4) repurposing the classroom for social transformation.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87843334","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.33011
J. Edwards
This essay advocates the use of “unresolved” speech assignments in introductory public speaking instruction. Unresolved speeches work to decenter persuasion in the speech class by asking students to critically explore the landscape of arguments surrounding controversial topics and issue questions without making the turn to opinion giving and persuasion.
{"title":"Unresolved: Public Speaking Instruction Beyond Persuasion","authors":"J. Edwards","doi":"10.14434/josotl.v21i4.33011","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.33011","url":null,"abstract":"This essay advocates the use of “unresolved” speech assignments in introductory public speaking instruction. Unresolved speeches work to decenter persuasion in the speech class by asking students to critically explore the landscape of arguments surrounding controversial topics and issue questions without making the turn to opinion giving and persuasion.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89793303","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.32699
Megan Halteman Zwart
After the polarizing 2016 presidential election, I heard from many distressed students who felt they lacked the skills or confidence to have difficult conversations with those who disagreed with them politically. In response, I developed a course that aims to help students grow in the virtues and skills necessary for listening and dialogue, putting these to use discussing controversial issues including abortion, gun rights and regulations, cancel culture, speech on campus, immigration, environmental policy, and kneeling for the national anthem. In this article, I make the case for foregrounding virtues such as attentiveness, curiosity, intellectual humility, and empathy to promote good dialogue and prepare students to engage productively across difference. Then, I describe the course design, share qualitative results from student reflections, and highlight insights that are applicable across disciplines. Finally, I address practical obstacles and ethical concerns that have arisen when teaching polarizing topics and offer responses to these challenges.
{"title":"Can Developing Virtues Improve Dialogue Across Political Difference?","authors":"Megan Halteman Zwart","doi":"10.14434/josotl.v21i4.32699","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32699","url":null,"abstract":"After the polarizing 2016 presidential election, I heard from many distressed students who felt they lacked the skills or confidence to have difficult conversations with those who disagreed with them politically. In response, I developed a course that aims to help students grow in the virtues and skills necessary for listening and dialogue, putting these to use discussing controversial issues including abortion, gun rights and regulations, cancel culture, speech on campus, immigration, environmental policy, and kneeling for the national anthem. In this article, I make the case for foregrounding virtues such as attentiveness, curiosity, intellectual humility, and empathy to promote good dialogue and prepare students to engage productively across difference. Then, I describe the course design, share qualitative results from student reflections, and highlight insights that are applicable across disciplines. Finally, I address practical obstacles and ethical concerns that have arisen when teaching polarizing topics and offer responses to these challenges.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83327186","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.32705
Andrew Nalani, Christina Gómez, A. Garrod
In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students’ critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.
{"title":"Constructive Disequilibrium and Transformative Pedagogy","authors":"Andrew Nalani, Christina Gómez, A. Garrod","doi":"10.14434/josotl.v21i4.32705","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32705","url":null,"abstract":"In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students’ critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88658707","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.33216
Melanie Loehwing, Byron B Craig
This article promotes closer rhetorical analysis of the current trend in higher education to institutionalize equity, inclusion, diversity, and access (EIDA) work without routinely interrogating the orienting terms used in such efforts. It may be easy to mistake the intentions of EIDA work as determining its value, thus discouraging a critical examination of the rhetorical outcomes it produces and the rhetorical effects it invites. We suggest that one insight such analysis could offer is a better account of the rhetorical constraints of the term “diversity.” In this article, we review a range of compelling critiques that have been offered of the limitations of “diversity” as it appears in higher education discourse. We suggest “dignity” as a promising alternative to “diversity” as an alternate orienting term for EIDA work in higher education.
{"title":"From Diversity to Dignity","authors":"Melanie Loehwing, Byron B Craig","doi":"10.14434/josotl.v21i4.33216","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.33216","url":null,"abstract":"This article promotes closer rhetorical analysis of the current trend in higher education to institutionalize equity, inclusion, diversity, and access (EIDA) work without routinely interrogating the orienting terms used in such efforts. It may be easy to mistake the intentions of EIDA work as determining its value, thus discouraging a critical examination of the rhetorical outcomes it produces and the rhetorical effects it invites. We suggest that one insight such analysis could offer is a better account of the rhetorical constraints of the term “diversity.” In this article, we review a range of compelling critiques that have been offered of the limitations of “diversity” as it appears in higher education discourse. We suggest “dignity” as a promising alternative to “diversity” as an alternate orienting term for EIDA work in higher education.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81343854","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.32707
Kyle A. Hanners, Cris J. Tietsort
Given the widespread ideological polarization of the current times, cultivating ways to empathize across difference has never been more important. In this essay, we outline Free Listening (FL), a pedagogical practice that helps people grow their capacity to empathetically engage others across difference by engaging in structured sessions of active empathetic listening. Our prior work demonstrates that the structured practice of FL has both affective and practical implications for how students engage with others; students leave the practice with a greater sense of awareness, appreciation for other cultures, and ability to listen across cultural and ideological boundaries. We believe FL has great promise within the teaching-and-learning process in relation to civic and community engagement, service learning, and relational praxis. In this essay, we outline the practice of FL and review literature that helps elucidate what this practice is and does. Some key themes are discussed that reveal the valuable contributions of this practice as they have emerged from our students’ and our own experience with/in FL. Finally, we trace the pedagogical implications of FL as they connect to theories of dialogue and dialogic praxis. Overall, we argue that FL should be a regular practice for pedagogues across the social sciences in order to cultivate in students the relational and empathetic skills that are needed to advance the project of depolarization—a project in which other-centeredness should be a defining feature.
{"title":"Free Listening","authors":"Kyle A. Hanners, Cris J. Tietsort","doi":"10.14434/josotl.v21i4.32707","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32707","url":null,"abstract":"Given the widespread ideological polarization of the current times, cultivating ways to empathize across difference has never been more important. In this essay, we outline Free Listening (FL), a pedagogical practice that helps people grow their capacity to empathetically engage others across difference by engaging in structured sessions of active empathetic listening. Our prior work demonstrates that the structured practice of FL has both affective and practical implications for how students engage with others; students leave the practice with a greater sense of awareness, appreciation for other cultures, and ability to listen across cultural and ideological boundaries. We believe FL has great promise within the teaching-and-learning process in relation to civic and community engagement, service learning, and relational praxis. In this essay, we outline the practice of FL and review literature that helps elucidate what this practice is and does. Some key themes are discussed that reveal the valuable contributions of this practice as they have emerged from our students’ and our own experience with/in FL. Finally, we trace the pedagogical implications of FL as they connect to theories of dialogue and dialogic praxis. Overall, we argue that FL should be a regular practice for pedagogues across the social sciences in order to cultivate in students the relational and empathetic skills that are needed to advance the project of depolarization—a project in which other-centeredness should be a defining feature.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82613675","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.33806
JoSoTL Editor, L. Watson
{"title":"Afterword","authors":"JoSoTL Editor, L. Watson","doi":"10.14434/josotl.v21i4.33806","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.33806","url":null,"abstract":"","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89589394","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.32749
Christopher Gilbert
Generation Z (Gen Z) represents something of a quintessence for the broken promises that now seem to make up the promise of higher education. But if despair indicates the dark side of generational malaise around things like civic engagement, community, and student learning, the dark humor that has emerged out of these generations points to modes of democratic citizenship that are more about reconciliation than resignation. This essay offers a critical reflection on Gen Z humor, its place in college and university classrooms, and its usefulness as a resource for reconsidering how teaching and learning might be tied to a comically examined life. It proceeds with a fresh look at pedagogies of hope as developed by Paulo Freire, Martha C. Nussbaum, bell hooks, Henry A. Giroux, and others. This examination allows for the conceptualization of a comic poësis for understanding how instructional practices that meet students on uncommon ground contribute to the production, creation, and care for personhood as well as public culture. Ultimately, this essay balances theories of a comic teaching praxis with actual activities from the classroom to meditate on a pedagogy of reconciling curricula with who and where students are, beginning and ending with feedback loops.
{"title":"A Comic Road to Interiors, or the Pedagogical Matter of Gen Z Humor","authors":"Christopher Gilbert","doi":"10.14434/josotl.v21i4.32749","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32749","url":null,"abstract":"Generation Z (Gen Z) represents something of a quintessence for the broken promises that now seem to make up the promise of higher education. But if despair indicates the dark side of generational malaise around things like civic engagement, community, and student learning, the dark humor that has emerged out of these generations points to modes of democratic citizenship that are more about reconciliation than resignation. This essay offers a critical reflection on Gen Z humor, its place in college and university classrooms, and its usefulness as a resource for reconsidering how teaching and learning might be tied to a comically examined life. It proceeds with a fresh look at pedagogies of hope as developed by Paulo Freire, Martha C. Nussbaum, bell hooks, Henry A. Giroux, and others. This examination allows for the conceptualization of a comic poësis for understanding how instructional practices that meet students on uncommon ground contribute to the production, creation, and care for personhood as well as public culture. Ultimately, this essay balances theories of a comic teaching praxis with actual activities from the classroom to meditate on a pedagogy of reconciling curricula with who and where students are, beginning and ending with feedback loops.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78864236","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}
The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the “digital native” generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that showcase instructors’ pedagogical efforts during such unprecedented times.
{"title":"Teaching Social Justice and Engaging Gen Z Students in Digital Classrooms During COVID-19 ","authors":"Wei Sun, Aisha Powell, Kapriatta Jenkins, Britney Gulledge","doi":"10.14434/josotl.v21i4.32708","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32708","url":null,"abstract":"The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the “digital native” generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that showcase instructors’ pedagogical efforts during such unprecedented times.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82663907","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 : 2021-12-29DOI: 10.14434/josotl.v21i4.32718
S. Bridges
Prior political turmoil in the United States constituted a precarious foundation for living and teaching through a pandemic. In this essay, I contend that pandemic separation and ideological distortion have exacerbated polarization and distrust. I also consider the pedagogical implications of rising extremist discourses and conspiratorial thinking for both students and faculty. Educators must pay attention to the rising threat of extremism and consider that our students may be susceptible to radical antidemocratic ideologies as well. To conclude, I provide examples from some of my classes in the communication discipline to illustrate my approach to teaching the complicated intersections of rhetoric and reality in today’s polarized political climate.
{"title":"Witnessing History: Reflections on Teaching in Turbulent Times","authors":"S. Bridges","doi":"10.14434/josotl.v21i4.32718","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32718","url":null,"abstract":"Prior political turmoil in the United States constituted a precarious foundation for living and teaching through a pandemic. In this essay, I contend that pandemic separation and ideological distortion have exacerbated polarization and distrust. I also consider the pedagogical implications of rising extremist discourses and conspiratorial thinking for both students and faculty. Educators must pay attention to the rising threat of extremism and consider that our students may be susceptible to radical antidemocratic ideologies as well. To conclude, I provide examples from some of my classes in the communication discipline to illustrate my approach to teaching the complicated intersections of rhetoric and reality in today’s polarized political climate.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80992683","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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