This is a presentation delivered at HELTASA conference in the Eastern Cape, South Africa on changing a course on Citizenship, Difference and Social Inclusion from one which focuses on students to one which is constructed for lecturers
Teaching in cultures averse to uncertaintybob_ashcroft
Our culture of origin provides us with a program for behaviour which we carry with us all our lives. In the modern global age, people from different cultural backgrounds increasingly come into contact with each other. On such occsssions, a lack of awareness of cultural differences can lead to misunderstanding and a breakdown in communication.The foreign language classroom is an obvious example of one such inter-cultural interface. Indeed, different cultural backgrounds can be the source of divergent teacher and student expectations about classroom roles and procedures (Richards and Lockhart 1996). It would therefore be helpful for teachers to be aware of these differences, to understand the potential problems associated with them, and to know how to adapt to get the best results. Although many will be familiar with more widely-known cultural variables such as the individualism/collectivism paradigm, another influential characteristic is how comfortable people of a given culture are with the unfamiliar, which Hofstede (1980) labels “Uncertainty Avoidance” (UA). The Japanese typically have higher levels of UA, tending to seek structure and predictability, and often maintaining formalised codes of conduct. The presenter will offer detailed advice and examples to help teachers from cultures with lower UA, such as Britain, Canada and the United States, to adjust their teaching methodology in order to compliment Japanese university students' preferences. For example, the presenter will demonstrate how instructional scaffolding techniques provide support and direction for Japanese students, thereby improving their confidence and performance during production stages.
Advantages, Disadvantages, and Applications of ConstructivismMarjorie Steakley
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
Teaching in cultures averse to uncertaintybob_ashcroft
Our culture of origin provides us with a program for behaviour which we carry with us all our lives. In the modern global age, people from different cultural backgrounds increasingly come into contact with each other. On such occsssions, a lack of awareness of cultural differences can lead to misunderstanding and a breakdown in communication.The foreign language classroom is an obvious example of one such inter-cultural interface. Indeed, different cultural backgrounds can be the source of divergent teacher and student expectations about classroom roles and procedures (Richards and Lockhart 1996). It would therefore be helpful for teachers to be aware of these differences, to understand the potential problems associated with them, and to know how to adapt to get the best results. Although many will be familiar with more widely-known cultural variables such as the individualism/collectivism paradigm, another influential characteristic is how comfortable people of a given culture are with the unfamiliar, which Hofstede (1980) labels “Uncertainty Avoidance” (UA). The Japanese typically have higher levels of UA, tending to seek structure and predictability, and often maintaining formalised codes of conduct. The presenter will offer detailed advice and examples to help teachers from cultures with lower UA, such as Britain, Canada and the United States, to adjust their teaching methodology in order to compliment Japanese university students' preferences. For example, the presenter will demonstrate how instructional scaffolding techniques provide support and direction for Japanese students, thereby improving their confidence and performance during production stages.
Advantages, Disadvantages, and Applications of ConstructivismMarjorie Steakley
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Presented in the form of a 45-minute social studies class session, this workshop will utilize before,
during, and after reading strategies designed to actively engage learners in both content and skill instruction, providing participants with an opportunity to actively participate in hands-on literacy strategies that they can take back and use immediately in their own classrooms.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Presented in the form of a 45-minute social studies class session, this workshop will utilize before,
during, and after reading strategies designed to actively engage learners in both content and skill instruction, providing participants with an opportunity to actively participate in hands-on literacy strategies that they can take back and use immediately in their own classrooms.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Week 3 - Discussion 1
ESE633: Collaborative Relationships & Transition
Be a Morale Booster by Being a Leader!
This discussion is your opportunity to demonstrate mastery of the objective
analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery
. The discussion represents your mastery of the Course Learning Outcomes 1 & 2.
Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments.
While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review
Co-Teaching in Inclusive Classrooms: The Pros and Cons
, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course.
Initial Post -
Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently.
If you last name begins with the letters A – M:
You will address the concerns of the special educator in the co-teaching environment when you hear statements such as: “Sure, I’ve co-taught before. I hated it. All I did was walk around the room and check that my students had their homework or paid attention. I was a glorified aide, at the mercy of whatever the general education teacher wanted me to do” (Murawski & Spencer, 2011, p. 93).
Week 3 - Discussion 2
When to Collaborate and When to Co-Teach?
This discussion is your opportunity to demonstrate mastery of the obj.
Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Developing critical professionals to deal
with difference:
From working with students to working
with educators
Vivienne Bozalek
Brenda Leibowitz
Ronelle Carolissen
2011/11/30
2. How to change a course from one
provided for students to one for higher
educators?
2011/11/30
3. The Community, Self and Identity Project;
An Inter-institutional, inter-disciplinary
teaching & research collaboration between:
• Vivienne Bozalek (Social Work Dept, UWC)
• Ronelle Carolissen (Psychology Dept, Stellenbosch University)
• Poul Rohleder (Psychology Dept, Anglia Ruskin University
• Lindsey Nicholls (Occupational therapy Dept, Brunel University)
• Leslie Swartz (Psychology Dept, Stellenbosch University)
• Brenda Leibowitz (Centre for Teaching and Learning, Stellenbosch
University)
And Linda Biersteker (ELRU), elearning team UWC and facilitators UWC
and Stellenbosch
4. As a group of higher educators, we were concerned about the
history of minimal inter-professional and inter-institutional
contact between students from psychology, social work and
occupational therapy, particularly across historically
advantaged and disadvantaged institutions in South Africa.
2011/11/30
6. Community mapping
Step 1
Draw a picture/map of your home and neighbourhood
including the resources that are there.
Step 2
Identify and label three things that you would like to
change in relation to your experiences (could be
physical or relate to attitudes, social issues). Put
these in order by choosing to give the one you feel
is most important the most tokens.
Step 3
Share in your group, explaining your picture/map and
the reasons for wanting things to change.
6
37. Davidson’s (2004) decentring the
academic self
• ‘Decentring’ refers to an academic who
interrogates the assumptions of his or her
own discipline through engagement with
perspectives of other disciplines.
• we would add institution and social identities
to this (Bozalek et al., 2010)
• Importance of interrogating our own
assumptions (Leibowitz et al.,2010, 2011)
• Decision to focus on higher educators
2011/11/30
39. First iteration of the course
• Looked at the module in PGDHE
• Collaboratively refined it
• Thought focus on publication/writing would
appeal
• Little engagement with theory
• Little effort to write
• Sensitivity about own experiences of teaching
• We took part in the exercises
• Used learnings and feedback to plan second
course
2011/11/30
40. Map used in Higher Educators
course
2011/11/30
42. Second iteration of course
• More focused on theory
• Responses to each other’s PLA – general
• Read pedagogies of discomfort
• Blog postings
• Guest lecturers – McKinnon and Carrim
facilitating dialogue in classroom
• Performance poetry
• Presentation of own practice digitalised as well
• Reflective essay
2011/11/30
44. http://blogs.sun.ac.za/hopefulpedagogiessu/
Here is Michalinos’ contribution:
Pedagogy of discomfort has been first used and theorized by Megan
Boler in her landmark book Feeling Power (1999). Then, Megan and I
have made an attempt to further build on her earlier analysis by
emphasizing the role that discomfort plays in teaching and learning
about ‘difficult’ issues such as racism, oppression and social
injustice. For me, pedagogy of discomfort still remains a powerful
pedagogical tool able to produce action, because teachers and
students can utilize their discomfort to construct new emotional
understandings into ways of living with others—the ultimate vision
of this pedagogy, in my view.
(Michalinos Zembylas)
2011/11/30
45. Megan Boler’s contribution to the blog
Because of power differences between educator
and student, a student may witness racism in
the actions or words of a fellow student, or in
those of her teacher, but be unable to challenge
the teacher to undertake his own pedagogy of
discomfort. Here is where co-teaching and
creating allies that work together as educators in
a classroom offers opportunities to model, for
the students, how people can challenge one
another constructively to address internalized
beliefs and values that need to be brought to
light.
2011/11/30
49. Reflective essays
• We need to ask many questions in developing course for staff professional
development. “Are educators in Higher Education able to deal with whatever
repercussions result from disrupting the ‘sameness’ (Boler and Zembylas, 2003) or
‘rainbow nation’ myths by using pedagogies such as the ‘pedagogy of discomfort’
to force or encourage students and educators to question these seemingly safe
myths ? It is much easier to talk about celebrating difference and drawing on
difference to enrich understanding of each other, to create an environment of
citizenship, inclusion and difference in this manner, than to seriously explore the
power relations between students and educators, and between different student
groups and communities.
• This course has at least given me some different theoretical frameworks and
concepts to present to other educators in our Faculty to discuss and hopefully use
for teaching about democracy, social inclusion and difference. This terms in
themselves need to be discussed as an alternative or complement to talking about
diversity. I have no illusion that this will be easy, but it is a necessary step to take
and already there is some enthusiasm for looking at new ways of teaching about
these sensitive subjects.
2011/11/30
50. Reflective essays
• While the blogs were engaging, they were in essence a
cognitive and intellectual exercise in theoretical debate and
logical argument. What was missing for me was an intimate
space to translate our readings into face to face exchanges
which put into play affective features that have tremendous
potential for transformation.
• There was not enough space to share emotion or to evoke
what Grossberg (1997) coined as the ‘economy of affect’
(cited in Zembylas, 2007). Anger, for example was not
expressed yet should have been an important aspect of
acknowledging disadvantage. Aristotle’s moral anger
(Boler, 1999) is an important catalyst for opposing injustice
in a society where individuals are taught to tame this
emotion
2011/11/30
51. Conclusions
• Educators have nuanced view of difference, engage
with theory in sophisticated ways and are themselves
experts in the field
• Less visceral experience of difference than students –
more intellectual
• What worked with students will also work with
lecturers – need indepth engagement across
differences with theory to analyse
• Difficulties of being positioned as lecturers and
students while all higher educators
• Performance and guest lecturers highly valued
• Have learnt valuable lessons in each iteration
2011/11/30
52. Publications from the project
Carolissen, R., Bozalek, V., Nicholls, L., Leibowitz,B. Swartz,L. & Rohleder, P. (2011) bell hooks and the enactment of emotion in teaching and
learning across boundaries: a pedagogy of hope? South African Journal of Higher Education,21(5):157-167.
Bozalek, V., Carolissen, R., Nicolls, L., Leibowitz, B., Swartz, L. & Rohleder, P. (2010) Engaging with Difference in Higher Education Through
Collaborative Inter-Institutional Pedagogical Practices. South African Journal of Higher Education 24(6): 1023-1037.
Carolissen, R., Rohleder, P., Swartz, L., Leibowitz, B., Bozalek, V. (2010). “Community psychology is for poor, black people”: Challenges in teaching
community psychology in South Africa. Equity and Excellence in Education, ,43(4):595-510.
Bozalek, V. & Biersteker, L. (2010) ‘Exploring Power and Privilege with using Participatory Learning and Action Techniques’ Social Work
Education, 29(5):551-572.
Leibowitz, B., Bozalek, V., Rohleder, P., Carolissen, R., & Swartz, L. (2010). “Whiteys Love to Talk About Themselves”: Discomfort as a pedagogy for
change. Race, Ethnicity and Education, 13(1):83-100.
Leibowitz, B., Bozalek, V., Carolissen, R., Nicholls, L., Rohleder, P. & Swartz, L. (2010) Bringing the Social into Pedagogy; Unsafe learning in an
uncertain world. Teaching in Higher Education, 15(2):123-133.
Swartz, L., Rohleder, P., Bozalek, V., Carolissen, R., Leibowitz, B., & Nicholls, L. (2009). “Your mind is the battlefield”: South African trainee health
workers engage with the past. Social Work Education, 28(5):488-501.
Rohleder, P., Bozalek, V., Carolissen, R., Leibowitz, B., & Swartz, L. (2008). Students’ evaluations of e-learning as a tool in a collaborative project
between two South African universities. Higher Education, 56(1), 95-107.
Rohleder, P., Swartz, L., Bozalek, V., Carolissen, R., & Leibowitz, B. (2008). Community, self and identity: Participation action research and the
creation of a virtual community across two South African universities. Teaching in Higher Education, 13 (2), 131-143.
Rohleder, P., Swartz, L., Carolissen, R., Bozalek, V., & Leibowitz, B. (2008). “Communities isn’t just about trees and shops”: Students from two
South African universities engage in dialogue about ‘community’ and ‘community work’. Journal of Community and Applied Social Psychology, 18
(3), 253-267.
Bozalek, V., Rohleder, P., Carolissen, R., Leibowitz, B., Nicholls, L., & Swartz, L. (2007). Students learning across differences in a multi-disciplinary
virtual learning community. South African Journal of Higher Education, 21(7):812-825.
Leibowitz, B., Rohleder, P., Bozalek, V., Carolissen, R., & Swartz, L. (2007). “It doesn’t matter who or what we are, we are still just people”:
Strategies used by university students to negotiate difference. South African Journal of Psychology, 37(4), 702-719.
2011/11/30
Rohleder, P., Fish, W., Ismail, A., Padfield, L. & Platen, D. (2007). Dealing with diversity in a virtual learning community across two South African universities.
South African Journal of Higher Education. 21(7):893-918.
Editor's Notes
Going through our own process of training was similarly an intense and emotional experience for all of the participants, leaving many feeling vulnerable and exposed. Team members came out of that workshop with very different feelings, varying between feeling traumatised, enlightened, frustrated and invigorated. Not all agreed about the workshop, or about its resolution, as one team member commented in an interview in the third year of the project: You know there were different perceptions of how the training was seen … and I think it was important that we did speak face-to-face, and that we did write things about it, but I noticed that there is quite a silence about it, that we haven’t really gone back to any depth, and I’m wondering why and whether we will …. This comment demonstrates that although the team have come a long way in learning to deal with uncertainty and discomfort, it has not reached a point of full resolution of dealing with the difficulties associated with talking about difference and diversity. One possibility for the difficulties associated with the training, is that the safe space that the team had created for its members did not “protect” them from interacting on matters of diversity, with individuals outside of that space. Treacher (2001), a mixed race teacher who addresses issues of ethnicity in the classroom, writes that to be on ‘uncertain and shaky ground’ when talking about matters of race and ethnicity is ‘the only place to be’ (pg.325). These intensely and communal experiences assisted us to strengthen our sense of solidarity and to consolidate the team as a collaborative community of enquiry. It allowed us to focus our combined energies on making the final year of the course a more successful one. This was not unlike the experiences of many of the student groups, where despite finding the learning process challenging, they developed a sense of common purpose. Thus the team members were mirroring some of the processes that we were expecting the students to undergo, and were trying to “practice what we preached” to the students. Team members expected to gain intellectually from planning the course collaboratively and across disciplines, but not to the extent that they did gain. In a series of interviews conducted with team members towards the end of the second year of the project, one team member reported, “I envisaged the thing as more teaching, I didn’t realise we would think so much”. Working together and across disciplines was also difficult, as another team member indicated that she experienced “stepping out of my comfort zone”. Another team member, who is a very experienced lecturer and researcher, and a head of department, said in an interview, “I don’t feel quite so out of my depth so often … which is a good thing …it is nice because I’m learning”. The beneficial impact of participating in the project was described by team members variously as: having our knowledge bases and sources of expertise broadened; having our understanding of theoretical as well as interpersonal issues deepened; and finally, team members experienced having their professional identities as teachers and researchers validated. It is fair to say that the team members, like the students, gained from learning through conditions of uncertainty. Team members had become aware that the experience of learning across boundaries was an intensely emotional one for students, but had not realised how emotional learning in an uncertain terrain would be for us too. Trowler (2008:110) refers to Dirkx on the emotional nature of learning: “The process of meaning making ... is essentially imaginative and extrarational, rather than merely reflective and rational.”
We perceived this as having negative consequences for teaching and learning, as students and educators have limited opportunities to experience and explore difference in relation to themselves and their curricula. In the absence of such plurality of perspectives, inter-institutional and interdisciplinary stereotypes remain unchallenged. We thus decided to embark on a teaching and learning research project across two HEIs (University of the Western Cape, UWC, and Stellenbosch University, SU) and three human service disciplines in the Western Cape. The team consisted of educators in psychology, social work, occupational therapy and an educational specialist.
To this end, we designed a curriculum that provided opportunities for students to engage with each other's narratives and professional discourses. The outcomes that we developed for the course were that students would be able to i) gain an understanding of their own and each others' raced, gendered and classed histories and the ways in which this impacted on their professional identities; ii) interrogate personal, disciplinary and institutional hegemonies and assumptions and iii) develop counter-hegemonic constructions regarding their respective disciplines and institutions. We realised that it would not be sufficient merely to facilitate contact between students but that learning activities for critical interactions and conversations between students would have to be designed. Participatory Learning and Action (PLA) techniques as learning activities provided an experiential mode to begin conversations around notions of 'community', 'self' and 'identity'.
Anthias and Yuval-Davis (1992), Colombo and Senatore (2005), Dominelli (1992), Lugones (1998), Phelan (1996) and Wiesenfeld (1996).
Davidson's notion of decentring which he proposes is made possible through encounters with difference across discipline and we would add, institution and social identities. This means that all participants (educators and students) are required to analyse their individual positioning in relation to disciplinary, social and institutional identities. One of the most illuminating findings was the extent to which educators themselves tended to essentialise difference and make assumptions about the meanings of difference for students (Leibowitz et al. 2010a; 2010b; Swartz et al. 2009). Educator and student reflexivity is therefore central to the pedagogic process in this course.
The courses were all based on Megan Boler’s and MichalinosZembylas’s notion of a pedagogy of discomfort which demands that everyone, irrespective of their identity or their privilege or disadvantage, interrogate their own assumptions regarding their cherished values and beliefs
Guest lectures were given in the second contact session, by variously: a peace activist from Israel/Palestine, an author on race and difference, the remix dance company which used a combination of abled and disabled dancers to “perform” difference.
In most instances, the guest lectures were catalytic and led to deepened and more engaged dialogue about issues of difference and identity. They provided for more visceral experiences for students. Interestingly one of the more theoretical and direct discussions about race, was the least successful.