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I Wake Up Counting: A Transformative Guide to Teaching and Learning in the Humanities and Social Sciences: Chapter 7 | Transformative Learning in a Time of Crisis (Student Team-Taught)

I Wake Up Counting: A Transformative Guide to Teaching and Learning in the Humanities and Social Sciences
Chapter 7 | Transformative Learning in a Time of Crisis (Student Team-Taught)
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table of contents
  1. Cover
  2. Chapter List
  3. Title Page
  4. Dedication
  5. Acknowledgements
  6. Foreword by Dr. Cathy N. Davidson
  7. Introduction by Tatiana Ades
  8. Chapter 1 | Syllabus
  9. Chapter 2 | Progressive Pedagogy as Social Justice
  10. Chapter 3 | Historical Framing— Industrial/Indigenous Pedagogy
  11. Chapter 4 | Theoretical Framing— Vygotsky, Post-Vygotsky, and TAS-based Critical Theoretical Pedagogy
  12. Chapter 5 | Audre Lorde, Participatory Learning, and Democracy
  13. Chapter 6 | Decoloniality (Student Team-Taught)
  14. Chapter 7 | Transformative Learning in a Time of Crisis (Student Team-Taught)
  15. Chapter 8 | Mindfulness and Experiential Learning (Student Team-Taught)
  16. Chapter 9 | College for Everyone
  17. Chapter 10 | Universal and Accessible Design with Dr. Jay Polish
  18. Chapter 11 | Critical Design and Data Stories (Student Team-Taught)
  19. Conclusion

Chapter 7

Transformative Learning in a Time of Crisis

Description

This class was organized as a check-in giving students an opportunity to talk as little or as much as they wanted about challenges in their own lives and the world around them and to reflect on our emergency transition to remote learning during the COVID-19 Pandemic.

Agenda

Opening planning:  

  • Check in with groups that still need to lead team-taught class. Do you want to dial back the amount of required readings? Change your focus or activity?  Our situation has changed entirely. Feel free to rethink accordingly.

Hour 1: Opening Inventory Exercise— Transformative Learning in a Time of Crisis

Transformative Learning in a Time of Crisis:  Please respond on the Google Doc but only with information you feel comfortable sharing with your colleagues in this class:  

(1) How is each of us doing? What is each of us doing to take care of ourselves right now?
(2) What are we learning from all of this?  What are the lessons we are learning? How do we apply this to our future teaching?

(3) What is one “transformative” idea/experience/interaction we will take away from this class into the future (in teaching? In social interactions? In community?)

Hour 2: Synchronous discussion on video call!

Adjusted Syllabus

Spring 2020

Brandon Bayne

Twitter @brandonbayne

UNC — Chapel Hill

Principles

  1. Nobody signed up for this.
  • Not for the sickness, not for the social distancing, not for the sudden end of our collective lives together on campus
  • Not for an online class, not for teaching remotely, not for learning from home, not for mastering new technologies, not for varied access to learning materials

  1. The humane option is the best option.
  • We are going to prioritize supporting each other as humans
  • We are going to prioritize simple solutions that make sense for the most
  • We are going to prioritize sharing resources and communicating clearly

  1. We cannot just do the same thing online.
  • Some assignments are no longer possible
  • Some expectations are no longer reasonable
  • Some objectives are no longer valuable

  1.  We will foster intellectual nourishment, social connection, and personal accommodation.
  • Accessible asynchronous content for diverse access, time zones, and contexts
  • Optional synchronous discussion to learn together and combat isolation

  1. We will remain flexible and adjust to the situation.
  • Nobody knows where this is going and what we’ll need to adapt
  • Everybody needs support and understanding in this unprecedented moment.

Texts — Suggested/Optional/Not-Required/For Another Time Reading

  • Davidson, Cathy N. (2017) Chapter Two, “College for Everyone,” The New Education
  • Vianna, E. & Stetsenko, A. (2019). “Turning Resistance into Passion for Knowledge with the Tools of Agency: Teaching-Learning about Theories of Evolution for social justice among foster youth.” Perspectiva, 37 (3).
  • Gutiérrez , Kris D., and Barbara Rogoff (2003),  “Cultural Ways of Learning: Individual Traits or Repertoires of Practice.” Educational Researcher, Vol. 32, No. 5, pp. 19–25

“Education is always already a site of political contestation even when it appears to be confined within the classroom walls (which in fact it never is) such as when students learn, for example, about evolution or laws of gravity, or even just the multiplication table….Education is also, at once, about activism understood as the right and ability to know for oneself within what is one’s own—unique, authentic and authorial, and ever-emerging and shifting—quest to make a difference and to matter in the world.”

 — Eduardo Vianna & Anna Stetsenko “Turning Resistance into Passion for Knowledge with the Tools of Agency”


Class Participation Below

Student responses redacted for privacy and respect.

PROMPTS

Transformative Learning in a Time of Crisis:  Please only respond with information you feel comfortable sharing with your colleagues in this class:  

(1) How is each of us doing? What is each of us doing to take care of ourselves right now?
(2) What are we learning from all of this?  What are the lessons we are learning? How do we apply this to our future teaching?

(3) What is one “transformative” idea/experience/interaction we will take away from this class into the future (in teaching? In social interactions? In community?)

*** Responses in our learning community are kept confidential.

Note from Eduardo: I wanted to share some articles that came out last week that I found illuminating:

  • Slavoj Zizek: Coronavirus is ‘Kill Bill’-esque blow to capitalism and could lead to reinvention of communism

  • Capitalism is an Incubator for Pandemics. Socialism is the Solution.

  • Social Justice in a Time of Social Distancing

  • Decolonizing Mental Health: The Importance of an Oppression-focused Mental Health System

  • My Life Is More ‘Disposable’ During This Pandemic

Annotate

Next Chapter
Chapter 8 | Mindfulness and Experiential Learning (Student Team-Taught)
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