Kye Askins

Geographical and Earth Sciences

University of Glasgow

overviewpositionality and emotional geographies

feeling pluralism – a case study teaching context pedagogic justification

exercise I II III

Geopolitics of ethnic identityTuesdays 1-3 Week # Thursdays 11-1

Introduction to the module 1 Reading-based participatory exercises

Global perspectives I: imperialism and diaspora

2 Seminar discussion

Global perspectives II: geopolitics of ‘terror’ and ethnicisation of religion

3 Video and small group debate

Postcolonial theory 4 Guest speaker: Ali Hassan (West End Refugee Service)

National perspectives I:policy background

5: Submit draft diary

Group work: assignment setting

National perspectives II:power, place and ethnic identity/ies

6 Citizenship workshop

Constructions of ‘whiteness’ 7 Video and discussion

Local perspectives I:Micropublics of everyday ethnic relations

8 Visit to ACANE (Byker)

Local perspectives II:Across ethnic/gender/class identities

9 ‘Representations’ workshop

Assignment writing time 10 Reflective diary/assignment surgery

Local case studies:Research findings; community films

11 Student led debates

Ethnic lunch 12 Module review / Q&A

pedagogy-research links

participatory action research (PAR) foregrounds those involved in the research process as ‘holders of knowledge’

(Borda, 1998) avoids extractive methods that reiterate power inequalities between ‘researcher’

and ‘researched’ (hooks, various) deconstructs boundaries between the academic world and its Other - aka the ‘real

world’ (Chambers, 1998)

pedagogy-epistemology

‘border geographies’: “encourage students to take their own and each other’s knowledge more

seriously, to trust their own, rather than solely their teacher’s, judgement on matters, and to believe that they have something to learn from each other”

Cook (2005)

recognising students as knowledgeable agents deconstructing potential power imbalances between educator and

student in the learning environment (Askins, 2008; Pain, 2009)

pedagogical literature/research

epistemological approaches to L&T enabling the active learner (Brown et al., 2000; DiPerna, 2006) facilitating deep learning (Biggs, 2003; Knight, 2000)

assessment has crucial role to play in the L&T environment need to ensure that assessment drives learning (Sambell et al., 2000) Biggs’ (2003) concept of ‘alignment’ understanding of reasons for assessment alongside choosing the most

appropriate methods of assessment (Jasper & Fulton, 2005)

“every act of assessment gives a message to students about what they should be learning and how they should go about it”

(Boud, 1995)

pedagogical context

EQUALITY & DIVERSITY facilitate expression of a diversity of opinions students have different backgrounds / different learning styles

experience key module themes in context

practical activities

pre-session work ‘top 5’ from 51 assessment techniques (Knight & York, 2003)

beancount to get top 4 3/2/1 choice

verify learning outcomes through matrix discussion small group

forcefield analysis of positives and negatives different small groups

beancount for final choice 2/1

personal top 5 …beancount to collective top 4

verify learning outcomes through matrix discussion

verify learning outcomes through matrix discussion

forcefield analysis of +ves and -ves

feedback/experiences [focus groups and interviews May 2008, 2009, 2010]

challenging and ‘emotional’ … extra support needed for some individuals

democracy and ‘politicking’agonism in action

wider resonance with justice issues … glimpse of being positioned as other

exercise I

personal reflection: teaching that moved you to work on issues of justice

common themes or threads??

exercise II

[hearts-and-minds]examples and ideas

geographical context issue module activity and/or material

other …

[gallery on the wall ]

exercise III

thinking critically … issuesethics justification and ‘justice’