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Scoop.it!
“Think not you can direct the course of love, for love, if it finds you worthy, directs your course.” No comment yet.
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Scoop.it!
I have written before about the beginning of the school year, Beginning the School Year: It’s About Connections Not Content. I begin all classes focusing on having the students make connections between each other and with me. I want students to learn about one another in a personal way. I want to learn about my students…
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“There is no great difference between novels and banana bread. They are both just something to do. They are no substitute for love… Love is not something to do, but… something to …
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“Attention is an intentional, unapologetic discriminator. It asks what is relevant right now, and gears us up to notice only that.”
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Ana Cristina Pratas's insight:
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“Fearlessness is what love seeks… Such fearlessness exists only in the complete calm that can no longer be shaken by events expected of the future… Hence the only valid tense is the present, the No…
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“The paradoxical effect of losing a loved one is that their sudden absence can become a feverish comment on that which remains… a luminous super-presence.”
Ana Cristina Pratas's insight:
"To love is to live always with the possibility of loss; to sorrow with loss is to have loved."
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“All you have is what you are, and what you give.”
Ana Cristina Pratas's insight:
"It is our suffering that brings us together. It is not love. Love does not obey the mind, and turns to hate when forced. The bond that binds us is beyond choice. We are brothers. We are brothers in what we share. In pain, which each of us must suffer alone, in hunger, in poverty, in hope, we know our brotherhood. We know it, because we have had to learn it. We know that there is no help for us but from one another, that no hand will save us if we do not reach out our hand. And the hand that you reach out is empty, as mine is. You have nothing. You possess nothing. You own nothing. You are free. All you have is what you are, and what you give."
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Using frameworks to study the social world is like looking at a still image through tinted glasses — making our perspective limited and color-blind — when the reality is complex and dynamic with colors and sights and sounds and smells and subtleties that cannot be captured in a frame. Frameworks attempt to |
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Community building activities Equity Unbound has teamed up with OneHE to develop some open educational resources for online community-building. Welcome video Overview List of activities Meet the cu…
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“It’s a mercy that time runs in one direction only, that we see the past but darkly and the future not at all.”
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“To be led by a coward is to be controlled by all that the coward fears. To be led by a fool is to be led by the opportunists who control the fool.”
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The values of white dominant culture prevent change in higher education. %
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The transition to online, asynchronous learning poses just as many challenges for students entering the online classroom as it does for academics mastering the platform. Cynthia Wheatley Glenn out…
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In this post I share how I used a script to automatically mass unfollow my LinkedIn networks and start afresh to clean up my feed.
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What if colleges viewed this fall not only as a campus emergency of epic proportions, Cathy N. Davidson and Dianne Harris ask, but also as an astonishing educational opportunity?
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This article provides answers to two often-asked questions: 1) What is culture, learning and technology? and 2) What constitutes research in culture, learning, and technology? In doing so, it presents a typology for research in culture, learning, and technology (CLT) that can be used to organize the CLT research literature and guide future CLT research. The typology highlights the categories of frameworks used in CLT research and makes clear that one of the purposes of all CLT research is to identify methods and processes for ethical and inclusive practice.
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This essay offers seven intersectional feminist principles for equitable and actionable COVID-19 data, drawing from the authors' prior work on data feminism. Our book, Data Feminism (D'Ignazio an
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“Don’t you realize that every time you don’t answer a question, you’re learning something? You’re learning how to make do with what you got, and you’re learning how not to ask for a raise…you’re learning how to take it. That’s not good!... So, from now on, whenever I ask a question, everybody’s got to put their hand up. I don’t care whether you know the answer or not. You have
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Ana Cristina Pratas's insight:
"A Luddite pedagogy is not about making everyone put away their laptops during class — remember those days? Again, Luddism is not about the machines per se; it's about machines in the hands of capitalists and tyrants — in the case of ed-tech, that's both the corporations and the State, especially ICE and the police. Machines in the hands of a data-driven school administration. Luddism is about a furious demand for justice, about the rights of workers to good working conditions, adequate remuneration, and the possibility of a better tomorrow — and let's include students in our definition of "worker" here as we do call it "school work" after all.
A Luddite pedagogy is about agency and urgency and freedom. "A Luddite pedagogy is a pedagogy of liberation," Torn Halves writes in Hybrid Pedagogy, "and, as such, it clashes head on with the talk of liberation peddled by advocates of ed-tech. According to the latter, the child, previously condemned to all the unbearably oppressive restrictions of having to learn in groups, can now be liberated by the tech that makes a 1:1 model of education feasible, launching each and every child on an utterly personal learning journey. Liberation as personalization — here the Luddite finds something that ought to be smashed." A Luddite pedagogy doesn't sneer when people balk at new technologies; it doesn't assume they won't use them because they're incompetent; it finds strength in non-compliance.
A Luddite pedagogy is a pedagogy of subversion and transgression. It is a pedagogy of disobedience and dismantling. It is a pedagogy of refusal and of care. It is — with a nod to Jesse's opening keynote — against models and against frameworks (quite literally, Luddites smash frames). It is wildly undisciplined."
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If (for some reason) you’re considering an abrupt move to online teaching, Stephanie Moore and Charles B. Hodges have practical advice for instructors in the short term. |
