Complicity with the neocolonial project in education: A deconstruction of student affairs preparation practices

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

“…lecture, presentation, and discussion), students are performing a primarily cognitive function such as memorization, integration, or evaluation of content they are hearing. Students may also be operating under the impression it is important to be correct and/or protect oneself for being found out as incompetent on a subject matter related to the course (Bondi 2011). Cogen is one way to shift discussion from content to students' needs, the process of learning, and the benefits and responsibilities of community building (Bondi 2013).…”

“…In cogen, students were not passive recipients of information but experts expected to contribute to the learning in the course. In a typical course, the instructor is seen as the expert and the students primarily as learners (Bondi 2011).…”

Finding Robocop in Place of My Humanity (and How I'm Getting My Humanity Back)

“…In my research, I've taken a lens of neocolonialism to examine teaching and learning in higher education and student affairs preparation (SAP) programs. My research examines the experiences of students in SAP programs and the standards that guide those graduate programs (Bondi, 2011). Neocolonialism, which is driven by capitalism, has been shown to shape practices and policies in the United States (Bush, 2006).…”

“…As a teacher, a parent, and a person, I'm concerned about the humanity of myself and those around me. What I've learned about teaching is that teachers have a lot of practices that make sense according to efficiency and production goals of neocolonialism, but don't make sense if teachers want to be more humanizing (Kim, 2017) or if we want to optimize teaching and learning (Bondi, 2011). The next few sections discuss findings from my research and ongoing reflection.…”

interpretative phenomenological study of effective individual interventions by live-in residence life professionals

“…Professional organizations and accreditation agencies within higher education both explicitly and implicitly state that intervening with students in a variety of informal educational situations is an expectation for those working as residence life professionals (ACPA & NASPA, 2015;Bondi, 2011;CAS Standards, 2012). Despite this expectation, graduates from student affairs preparation programs whose typical first job may be that of residence life professional report feeling unprepared to conduct individual interventions (Renn & Jessup-Anger, 2008).…”