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Curriculum and Social Inquiry Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Curriculum and Social Inquiry
On Being Transminded: Disabling Achievement, Enabling Exchange, Anne Dalke, Clare Mullaney
On Being Transminded: Disabling Achievement, Enabling Exchange, Anne Dalke, Clare Mullaney
Literatures in English Faculty Research and Scholarship
We write collaboratively, as a recent graduate and long-time faculty member of a small women’s liberal arts college, about the mental health costs of adhering to a feminist narrative of achievement that insists upon independence and resiliency. As we explore the destabilizing potential of an alternative feminist project, one that invites different temporalities in which dis/ability emerges and may be addressed, we work with disability less as an identity than as a generative methodology, a form of relation and exchange. Mapping our own college as a specific, local site for the disabling tradition of “challenging women,” we move to larger …
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.
Introduction: Centering On The Edge, Anne Dalke, Elizabeth Mccormack
Introduction: Centering On The Edge, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
No abstract provided.
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.
Emergent Pedagogy: Learning To Enjoy The Uncontrollable—And Make It Productive, Anne Dalke, Kimberly Cassidy, Paul Grobstein, Doug Blank
Emergent Pedagogy: Learning To Enjoy The Uncontrollable—And Make It Productive, Anne Dalke, Kimberly Cassidy, Paul Grobstein, Doug Blank
Literatures in English Faculty Research and Scholarship
This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist, and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice. It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems. Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking bout teaching, in three very different dimensions. It invites us …