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Kye Askins
Geographical and Earth Sciences
University of Glasgow
overviewpositionality and emotional geographies
feeling pluralism – a case study teaching context pedagogic justification
exercise I II III
Geopolitics of ethnic identityTuesdays 1-3 Week # Thursdays 11-1
Introduction to the module 1 Reading-based participatory exercises
Global perspectives I: imperialism and diaspora
2 Seminar discussion
Global perspectives II: geopolitics of ‘terror’ and ethnicisation of religion
3 Video and small group debate
Postcolonial theory 4 Guest speaker: Ali Hassan (West End Refugee Service)
National perspectives I:policy background
5: Submit draft diary
Group work: assignment setting
National perspectives II:power, place and ethnic identity/ies
6 Citizenship workshop
Constructions of ‘whiteness’ 7 Video and discussion
Local perspectives I:Micropublics of everyday ethnic relations
8 Visit to ACANE (Byker)
Local perspectives II:Across ethnic/gender/class identities
9 ‘Representations’ workshop
Assignment writing time 10 Reflective diary/assignment surgery
Local case studies:Research findings; community films
11 Student led debates
Ethnic lunch 12 Module review / Q&A
pedagogy-research links
participatory action research (PAR) foregrounds those involved in the research process as ‘holders of knowledge’
(Borda, 1998) avoids extractive methods that reiterate power inequalities between ‘researcher’
and ‘researched’ (hooks, various) deconstructs boundaries between the academic world and its Other - aka the ‘real
world’ (Chambers, 1998)
pedagogy-epistemology
‘border geographies’: “encourage students to take their own and each other’s knowledge more
seriously, to trust their own, rather than solely their teacher’s, judgement on matters, and to believe that they have something to learn from each other”
Cook (2005)
recognising students as knowledgeable agents deconstructing potential power imbalances between educator and
student in the learning environment (Askins, 2008; Pain, 2009)
pedagogical literature/research
epistemological approaches to L&T enabling the active learner (Brown et al., 2000; DiPerna, 2006) facilitating deep learning (Biggs, 2003; Knight, 2000)
assessment has crucial role to play in the L&T environment need to ensure that assessment drives learning (Sambell et al., 2000) Biggs’ (2003) concept of ‘alignment’ understanding of reasons for assessment alongside choosing the most
appropriate methods of assessment (Jasper & Fulton, 2005)
“every act of assessment gives a message to students about what they should be learning and how they should go about it”
(Boud, 1995)
pedagogical context
EQUALITY & DIVERSITY facilitate expression of a diversity of opinions students have different backgrounds / different learning styles
experience key module themes in context
practical activities
pre-session work ‘top 5’ from 51 assessment techniques (Knight & York, 2003)
beancount to get top 4 3/2/1 choice
verify learning outcomes through matrix discussion small group
forcefield analysis of positives and negatives different small groups
beancount for final choice 2/1
personal top 5 …beancount to collective top 4
verify learning outcomes through matrix discussion
verify learning outcomes through matrix discussion
forcefield analysis of +ves and -ves
feedback/experiences [focus groups and interviews May 2008, 2009, 2010]
challenging and ‘emotional’ … extra support needed for some individuals
democracy and ‘politicking’agonism in action
wider resonance with justice issues … glimpse of being positioned as other
exercise I
personal reflection: teaching that moved you to work on issues of justice
common themes or threads??
exercise II
[hearts-and-minds]examples and ideas
geographical context issue module activity and/or material
other …
[gallery on the wall ]
exercise III
thinking critically … issuesethics justification and ‘justice’