Introduction to Engaged Teaching and Transformative Learning in the Humanities and Social Sciences
Professors Cathy N. Davidson (The Graduate Center, English and the Futures Initiative) and Eduardo Vianna (LaGuardia CC, Social Sciences, and The Graduate Center, Psychology)
Assisting Instructor Tatiana Ades (The Graduate Center, MALS)
English 89000; IDS 81670
Crosslistings: Psychology, MALS, and Women's and Gender Studies
Thursdays, 2-4 PM
NB: The syllabus below is intended to be suggestive, not definitive, and it is longer than actual requirements will be. We intend to keep reading to 50 pp or less a week and to make all materials available free, where possible.
What does it mean to “introduce” a field? This course is intended for any graduate student in the humanities or social sciences who is thinking seriously about the deepest “why” and “how” questions about their discipline and how those apply to their own research and teaching. We begin with theoretical questions about disciplines, fields, foundations, pedagogy, research, aesthetics, and institutional structures alongside issues of equity, diversity, inclusion, social justice, engagement, and transformation. In each class and in final projects, we encourage students to transform critique into engaged practice. Students work collaboratively on analyzing and then designing: 1) a standard anthology or textbook in their field, subfield, or area; (2) key articles or critical texts in their (sub)field; (3) standard syllabi of introductory or “core” courses in their (sub )field; (4) keywords in their (sub) field.
Students will leave this course with a deeper understanding of the assumptions of their field and new methods for transformative learning that support diversity, inclusion, and a more equitable form of higher education. Our aim is to work toward “research with a transformative activist agenda” and teaching and mentoring as a “collaborative learning community project.”
This course is designed using active learning methods that will engage students in projects meaningful to them, that they can help shape, and which include students in the development of the course itself. Much research on active learning shows these methods to be invaluable to empowering graduate students (even in the context of graduate studies which is often remarkably infantilizing and hierarchical). For those who are teaching, it offers pedagogical methods to be incorporated into your own classrooms.
The syllabus evolves until the course opens—and continues once the class begins as students are key in shaping the form, methods, content, and projects the class pursues and are co-designers of a unique learning experience that best serves their own careers, as researchers, thinkers, scholars, teachers, institution builders and beyond.
One portion of the course will be public and we will be using the HASTAC.org site for public writing. The tool is designed to create an automatic “portfolio” for anyone who registers and blogs on the site. Blogs can be pseudonymous. Or can use your own name. Choose which best serves your career.
Jan 30: Introductions (Spring 2020 Academic Calendar)
Students, faculty, and assisting instructor introduce themselves
Overview of Vygotsky, progressive education, transformative learning, active learning, culturally-relevant pedagogy, student-centered learning (bell hooks, Freire, Munoz, Ahmed, various collective indigenous counter-perspectives)
Distribute Samuel Delany Quote on what it means when only three students in a seminar "raise their hands" and how to use "inventory" or "Total Participation" methods so every student has a chance to contribute equally, low stakes and high yield. Queer, Black, a brilliant science fiction writer and autodidact, Delany especially attends to what it means if the classroom replicates the professoriate--the increasing mismatch between students and professors, the lesson in "silence" and "silencing" every time a student slinks in shamed silence. "How not to ask for a raise . . ."
Accessibility Design: Create Your Own Table Tents with your full name, preferred name, pronouns, program (or interest area). Red, Yellow, Green dots for participation, access, awareness (available for each class).
Active Learning Method: Think Pair Share (What do you--the student--hope to achieve in this course?)
“Write the three most important ‘learning outcomes’ for this course.”
Active Learning Method: Students self-organize into groups and choose general topic, pick a date on the calendar., plan the last half of this course together.
Feb 6: Focus on progressive pedagogy as social justice
bell hooks, from Teaching to Transgress, Introduction & “Engaged Pedagogy” Chapter (pp. 1-22)
Critical disability/inclusive pedagogy [TBD]
Culturally relevant pedagogy
Selection from Sara Ahmed, Living a Feminist Life... intersectional: queer, person of color, feminist, immigrant
Essay from Tressie McMillan Cottom, Thick
What Else? Your turn!
Active Learning Method: Entry Tickets, Collaborative Resource Building. "What are the three most meaningful, relevant texts in your life?" (i.e. Imagine: the "house of learning is burning . . . what three texts would you grab as you fled the house? what would you fight to preserve, to keep, to sustain you, to pass on?")
Feb 13: Historical Framing: Industrial/Indigenous Pedagogy Focus on structuring inequality designed into industrial age higher education that we have inherited at the same time that indigenous populations are being systematically exterminated and/or forcibly educated in the Boarding Schools and reservation schools.
Except from Charles Eliot’s “The New Education” Atlantic Monthly, 1869; Charles Eliot chapter (Chapter 1: “Quarter-Life Crisis”), Cathy N. Davidson, The New Education (2017)
Zitkala-Sa (Gertrude Bonnin, b. 1876), Chapters 1-3: “Impressions of an Indian Childhood,” “The School Days of an Indian Girl,” and “An Indian Teacher Among Indians” (Manifold edition) From the Yankton Sioux Reservation in South Dakota to White's Manual Labor Institute and Earlham College (a Quaker liberal arts college in Indiana), and then teaching at Carlisle Indian Industrial School (PA).
Sandy Grande, Red Pedagogy; Illarion (Larry) Merculieff and Libby Roderick, Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education
Supplementary text: Marie Battiste, “Indigenous Knowledge and Pedagogy in First Nations Education: A Literature Review with Recommendations" (pdf)
Active Learning Method: Collaborative annotation exercise in pairs w/Manifold edition of Zitkala-Sa with Eliot, Taylor, industrial capitalism in mind.
Feb 20: Theoretical Framing: “Vygotskian and Post-Vygotskian approaches- theoretical concepts as efficient (higher-order) cultural tools”
Engeström, Y. (1991). Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and instruction, 1(3), 243-259.
Stetsenko, A., & Arievitch, I. (2002). Teaching, learning, and development: A post-Vygotskian perspective. Learning for life in the 21st century: Sociocultural perspectives on the future of education, 84-96.
Arievitch, I. M., & Haenen, J. P. (2005). Connecting sociocultural theory and educational practice: Galperin's approach. Educational psychologist, 40(3), 155-165.
Stetsenko (2010). Teaching-Learning and Development as activists projects of historical becoming: Expanding Vygotsky's approach to pedagogy. Pedagogies: An International Journal, 5, 6-16.
Lave, Jean (1996). "Teaching, as Learning, In Practice," Mind, Culture, and Activity, 3, no 3, 149-164.
Gal'perin, P. I. (1969). Study of the Intellectual Development of the child. Soviet Psychology, 2, 26-44.
Arievitch, I. M. (2003). A potential for an integrated view of development and learning: Galperin's contribution to sociocultural psychology. Mind, Culture, and Activity, 10(4), 278-288.
Feb 27: TAS-based critical-theoretical pedagogy
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).
Vianna, E. & Stetsenko, A. (2017). Expanding Student Agency in the Introductory Psychology Course: Transformative Activist Stance and Critical-Theoretical Pedagogy. In Obeid, R., Schwartz, A., Shane Simpson, C. & Brooks, P. (Eds.), How We Teach Now: The GSTA Guide to Student-Centered Teaching.
Vianna, E. & Stetsenko, S. (2011) Connecting learning and identity: application in adolescent development in a child welfare program. Human Development, 54, 313–338.
Vianna, E., Hougaard, N. & Stetsenko, A. (2014). The Dialectics of Collective and Individual Transformation: Transformative Activist Research in a Collaborative Learning Community Project. In A. Blunden Ed.), Project collaboration: An interdisciplinary study. Boston, MA: Brill Academic Publishers.
Vianna, E. (2009). Collaborative transformations in foster care: Teaching-learning as a developmental tool in a residential program. Saarbrucken, Germany: VDM Verlag Dr. Muller. Chapter 5 pp. XX
Mar 5: Discussion leader Tatiana Ades: “The people in our classrooms who are students”
What are the lived realities of the lives of students today?
Student-led Syllabus Starts Here: Students work together to choose a topic, readings, and active learning method of presentation to the class. We encourage students to transform critique into engaged practice. Students work collaboratively on analyzing and then designing: (1) a standard anthology or textbook in their field, subfield, or area; (2) key articles or critical texts in their (sub)field; (3) standard syllabi of introductory or “core” courses in their (sub )field; (4) keywords in their (sub) field.
Each member of the group will be required to give meaningful (and guided) formative feedback to the members of their group about their individual contribution to the success of the group presentation. Collectively, the group is required to write a “recap” of the classes you lead in our Group on HASTAC.org, including photos, illustrations, “how to’s” that others can learn from.
Mar 12: Group 1
Mar 26: Group 2
Apr 2: Universal/Accessible Design
Apr 8-16: Spring Recess
Apr 23: Event—Invite undergraduate students to our course today
Apr 30: Preparation for Class Workshop at National Conference (starts tonight)
Thurs evening Apr 30-Friday May 1 (all day): “GRADUATE EDUCATION AT WORK IN THE WORLD,” April 30-May 1 Our class should propose a workshop or panel and this should be required for this class day of anyone who can attend, evening keynote and conference
OUR PROPOSED SESSION:
Engaged Teaching and Transformative Learning in the Classroom and Beyond
Abstract: The Futures Initiative Spring 2020 Course, “Introduction to Engaged Teaching and Transformative Learning in the Humanities and Social Sciences,” will host a panel on the intersection of pedagogy and transformational justice. We begin with theoretical questions about disciplines, fields, foundations, pedagogy, research, aesthetics, and institutional structures alongside issues of equity, diversity, inclusion, social justice, engagement, and transformation. Then we transform critique into engaged practice. Graduate students from the course will lead participants in collaborative exercises and show audience members how to apply collaborative methods in the workforce and in the world. The panel will focus especially on transferring culturally-relevant pedagogical methods, skills, and strategies into different settings outside the academy, from office meetings to grassroots organizing to conversations happening in public communities. Format: This panel will be designed by the graduate students in the course and they will choose a format that is most relevant to them. The class begins meeting in January 2020, so we do not want to be prescriptive and would like to afford them the flexibility they need to shape the panel with their own ideas on and practices in radical pedagogy.
May 1: Group 3
May 14: Wrap up
May 15: Reading Day
May 18-22: Final Exam Week