Every few months, higher education is witness to a curious ritual where one’s stance on particular pedagogical issues assumes an affect of Calvinist-style salvation or damnation. You can set your watch by the recurring debate over laptops in the classroom. And when that particular vein of argument is exhausted for the time being, the blood feud between the proponents of lecture-based pedagogy and active learning rears up to keep the sharks-and-jets mood alive. Continue reading “Lecture-Based Pedagogy and the Pitfalls of Expertise”
There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed. To teach inclusively is to swim against the powerful tide of “conventional wisdom,” internalized biases, and socio-political pressures. For those of us who try to live out the ideals of critical pedagogy in our own practice, inclusive teaching is a sine qua non. Teaching and learning cannot be liberatory, cannot be a “practice of freedom,” if any students are excluded from, or prevented from acquiring the full benefits of, their educational environment. Yet, we also know that any attempt at inclusive practices that does not acknowledge the structures of inequality in which we, our students, and our institutions operate cannot be successful. To acknowledge asymmetries, however, does not mean to legitimize them. Rather, it should be a necessary first step in undoing them to create a vital, democratic classroom. Continue reading “The Progressive Stack and Standing for Inclusive Teaching”
[Welcome back to the blog after a summer writing recess in these parts. To celebrate the beginning of another year of regular posts, I’ve included extra profanity and GIFs for your viewing pleasure.]
In these profoundly unsettling times, where the current presidential administration and congressional majority have declared war on large swaths of American society, one can be forgiven for feeling anxious, under siege, frightened about their future. Communities of color, immigrants new and older, those who identify as LGBTQIA, students, the ill and financially precarious–many of them warned of the violence and oppression they faced, and warned us that violence and oppression would expand into the public square in ways that would seem unthinkable to those who’ve never had to worry about being on the receiving end of those processes. And, in what has been both pathetic and eminently predictable, white pundits–most of them male, all of them privileged–have been wringing their hands, armchair-quarterbacking with a furious intensity that only the smugly unempathetic elites can muster in their unearned self-assuredness. And they have SOLUTIONS, y’all. So. Many. Solutions.
I had the honor of being invited to deliver the keynote talk, and to lead a workshop, at the University of Wisconsin System’s Faculty College from May 30-June 2. This event is an annual gathering of faculty engaged in the scholarship of teaching and learning from almost every UW campus. For three-plus days we engaged in wonderful discussions, workshops, and informal conversations on teaching and learning. In these fraught times for higher education, it was remarkably energizing to be with this group of dedicated practitioners. I got see the passion and creativity with which they approach our work with and among students, and I’m grateful to have been invited to participate in the week’s events. Continue reading “Keynoting on Purpose, Strategy, and Pedagogy”
There are two articles in the most recent issue of the American Historical Association’s Perspectives on History that clearly demonstrate that we academic historians have failed-consistently and spectacularly-in one of our most essential undertakings. For all the talk about making History accessible to a broader public, the value of historical literacy for an educated citizenry and the health of a democracy, we have failed, and seem determined to continue that failure, to provide an adequate grounding in History to one of our main constituencies: college students. Continue reading “Who Chose to Fail?”
It’s graduation season all around higher ed, which means the proliferation of all sorts of seasonal trends: smart people wearing silly clothes (“academic drag,” as a colleague calls it), intricately-decorated student mortarboards, and the lilting chorus of air horns as newly-minted graduates stride across the stage. It’s also when we see the deployment of a veritable army of
wealthy donors honorary commencement speakers dispensing business-speak bromides to an audience full of slightly dazed graduates, restless children, and what sounds like an outbreak of whooping cough. GOOD TIMES. Continue reading “On Being Broken, and the Kindness of Others”