Current Events: Technology and Resistance

In the past few years, cell phone video technology has been used to capture several incidents of students being tasered and/or arrested for creating disturbances in university classrooms and libraries. One example is the UCLA Taser Incident in 2006; a more recent incident occurred at the University of Wisconsin earlier this semester. A video of the latter is below (warning for conflict and violence):

Incidents like these raise a lot of questions for me. How are campus safety policies used to discriminate against students of color, or students from different cultures? At what point would you feel the need to call campus security? At what point does student hostility become a threat, or out of control? Regarding the above video, how would you have reacted if you were the teacher in that situation?

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I also wanted to share a really fascinating article about a local UCSD professor who uses art and technology to protest immigration policies and raise political consciousness--and the negative consequences he's facing as a result.

http://articles.latimes.com/2010/may/07/local/la-me-ucsd-professor-20100507-53

Week 16 Discussion Question(s)

This week's readings offered a plethora of practical tips not only for teaching, but for constructing the best possible learning experience for students. Without a doubt, to succeed at this requires us to understand our students as well as possible. In Chapter 2, "The Countdown for Course Preparation," and Chapter 3, "Dealing with Student Problems and Problems," the authors advocate for understanding who our students are, and what they need from us.

Drawing from our personal experiences in the classroom--both as students, and as teachers--how must our teaching strategies vary depending on the different types of college/universities we are at, or the different student groups we teach to? Have you had any experiences with adjusting your pedagogical strategies to fit students' needs that you'd like to share? Thinking reflexively, what could you do to make your pedagogy more flexible and spontaneous?

Another Interesting Seminar @ UCSD

"Uiversity of California San Diego
Division of Public Health
Department of Medicine
Seminar Presents

Jay Silverman

Harvard University, School of Public Health
Associate Professor of Society, Human Development, and Health

“Sex Trafficking:
A dark and neglected corner of
gender‐based violence and HIV risk.”

Thursday May 13, 2010
12:00pm-1:00pm

UCSD – Institute of the Americas
Weaver Conference Center"

Interesting Seminar @ UCSD

"Uiversity of California San Diego
Division of Public Health
Department of Medicine
Seminar Presents

Anita Raj

Boston University, School of Public Health
Associate Professor, Community Health Sciences

“Considering Gender, Culture and Context
When Addressing Sexual and Reproductive
Health in Marginalized Populations”

Wednesday May 12, 2010
12:00pm-1:00pm

UCSD - School of Medicine
Leichtag Biomedical Sciences Building
Room 107

*Lunch will be provided."

Discussion Question for 5/12

Hello Everyone!

Hope you are well. This last weeks reading give some suggestions on some of the practical teaching practices. My question comes From Chapter 5, the author talks about active learning but what does active learning look and feel like from a feminist conocimiento(s)? What are your thoughts on this?

At the beginning of the Chapter 5 the authors discuss the goals and objectives for incorporating discussion in class--(Page 35)
What can be added to the following list Svinicki and McKeachie provide in the chapter.

Something totally apart from the readings is my reflection on Chelsea's last post. My reflection of the seminar is powerful and it's an experience that I will continue to share with others around me. This class was transformative, not only did I learn about pedagogical practices from a feminist perspective but I also became aware of other communities as well as it's diverse identities. I think that overall, I became aware more of the relationship between my bodymindspirit and how that impacts every teachable moment. Moreover, this seminar encouraged me to feel, smell, understand, question, and see different social locations. I thank all of you for being part of this process and all the new (des)conocimientos.

Paz,
Nancy

Okay, okay...

...what the...? (click on the link)

My last post...

It has been a wonderful semester with everyone! I've learned so much from the course, but more importantly I've learned so much from you as people and participants in our community of knowledge. I fail at accurately articulating how transformative this semester has been but I thank you for being a part of that journey. Whether you realize it or not, you played an important role in it!

For my final post and weekly question/pedagogical practice, I am curious to know what you think has been your biggest "ah-ha" moment, what you will most take away from this seminar or how you have changed since January in part due to this course. As my pedagogical practice this week, please take a few moments to reflect on the 696 journey and write whatever response comes to mind. If we have time, those who wish to share may but no one has to.

Thank you for a wonderfully eye-opening and inspiring semester, everyone!