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Full-Text Articles in Education
Querying The "Natural": Re-Thinking Classroom Ecologies, Jody Cohen, Anne Dalke
Querying The "Natural": Re-Thinking Classroom Ecologies, Jody Cohen, Anne Dalke
Literatures in English Faculty Research and Scholarship
No abstract provided.
In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack
In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
No abstract provided.
Teaching Intersections, Not Assessments: Celebrating The Surprise Of Gift Giving And Gift Getting In The Cultural Commons, Anne Dalke, Alice Lesnick
Teaching Intersections, Not Assessments: Celebrating The Surprise Of Gift Giving And Gift Getting In The Cultural Commons, Anne Dalke, Alice Lesnick
Literatures in English Faculty Research and Scholarship
Unlike current assessment protocols, which emphasize prediction and control—often at the expense of engagement with the unknown, emergent, and new—we explore here our experiences as professors opening to surprise, in pedagogical interactions that have unpredictable outcomes. We imagine and advocate for institutional structures that, rather than predetermining goals and measuring how well we have achieved them, necessitate surprise and strengthen us to respond creatively and liberally to it. Without room for surprise, we argue, education is denied, and distorted by the loss of, one of its central energies: the circulation of the gifts of chance and serendipity.
Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack
Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
Using contemporary insights from feminist critical theory and the literary device of synecdoche, we argue that transdisciplinary knowledge is productive because it maximizes serendipity. We draw on student learning experiences in a course on “Gender and Science” to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled for innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.