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Difference between revisions of "Disrupting the Disciplines"
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| − | '''Disrupting the Disciplines''' focuses on the [[Bottleneck|bottlenecks]] of racism, implicit bias, colonialism, and identity | + | '''Disrupting the Disciplines''' focuses on the [[Bottleneck|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." |
==Comparison of Decoding and Disrupting== | ==Comparison of Decoding and Disrupting== | ||
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==References== | ==References== | ||
| − | <references /> | + | <references />2. <span style="color: #222222">Easton</span><span style="color: #222222">, L., & Middendorf, J. (2024). </span><span style="color: black">Decoding, Disrupting: An Email conversation in many parts.</span><span style="color: black"> In R. </span><span style="color: #222222">Attas, & M. Yeo. [Eds</span><span style="color: #222222">]. Disrupting the Disciplines. Vol, p. ?? </span><span style="color: #222222">New Directions for Teaching and Learning.</span><span style="color: black"> </span> |
Revision as of 18:26, 22 November 2024
Disrupting the Disciplines focuses on the bottlenecks of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression."
Comparison of Decoding and Disrupting
The following table juxtaposes guiding questions of Decoding and Disrupting.[1]
| Decoding/Disrupting Steps | Decoding questions | Disrupting questions |
|---|---|---|
| Step 1 Bottlenecks | Where is a bottleneck where students struggle to learn in my course or field? | Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into? |
| Step 2 Decoding/Disrupting | What does the specialist do to get through the bottleneck? What is the “mental move?” | What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for? |
| Step 3 Modeling/Teaching Presentation | What narratives, analogies, or metaphors will I use to model and meta-explain the mental move? | What narratives, analogies, or metaphors will model or center indigenous or anti-racist views? |
| Step 4 Student Practice | How will the students practice the mental move? How will I scaffold it for them? | What do I have the students practice? |
| Step 5 Motivation/Resistance | Where do the students resist? Are there emotional and identity bottlenecks that interfere with learning the mental move? What will motivate persistence to use the new mental move? | Where do students resist? What anti-racist/indigenous pedagogies will I use? |
| Step 6 Assessment | How can I check that students have grasped the new mental move? | How do I assess anti-racist and anti-colonialist thinking? |
| Step 7 Sharing | Where can I disseminate the analysis and reflection on the bottleneck lesson? | Where do I share what we learned from analysis and reflection on the disrupting process? |
See also
References
2. Easton, L., & Middendorf, J. (2024). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. Vol, p. ?? New Directions for Teaching and Learning.