Rehumanizing the graduate seminar by embracing ambiguity: The Athena Co-Learning Collective

Rice, Jennifer L.; Trauger, Amy; Allums, Coleman A.; Berry, Rachelle; Biesel, Shelly; Bivens, Briana; Black, Sara; Crespo, Christina; Kemmerlin, Aspen; Wesnofske, Chelsea

doi:10.1080/0966369x.2020.1727861

Cited by 6 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We argue that attending to embodied listening produces and shapes classrooms, creating space to build beyond oppressive logics. The work of embodied listening contributes to feminist and other critical pedagogical work within geography and cognate disciplines towards the interruption of ongoing social injustices and oppressions within higher education (Alderman et al 2021;Freire 1993Freire [1970hooks 1994;Puāwai Collective 2019;Rice et al 2021;University of Kentucky Critical Pedagogy Working Group 2015;Wood et al 2020), specifically neoliberal processes that transform the pace and tenor of our everyday work in academia and university settings (e.g. Horton 2020; Mountz et al 2015;Shahjahan 2020;Zielke et al 2022).…”

Section: Discussionmentioning

confidence: 99%

Embodied Listening

Hanrahan,

Billo

2024

acme

View full text Add to dashboard Cite

<p>In this paper, we propose embodied listening as pedagogical praxis in which we are receptive to how our whole bodies are involved in communicating with each other. Embodied listening disrupts what we call “speech-as-presence”—normative expectations of student participation emphasizing verbal contributions and privileging particular bodies. These expectations contribute to the reproduction of oppressive logics at work in classrooms—racism, hetero-patriarchy, white feminism, masculinism, ableism, colonialism. We argue that embodied listening can serve as a source of knowledge about these logics, supporting transformation of classroom expectations beyond imposed norms. We reflect on our experiences developing embodied listening practices in our undergraduate courses through our observations and students’ own reflections. Our findings demonstrate both the transformative potential of listening in classrooms and the tensions produced as these strategies discomfited students and disrupted classroom norms. Finally, we engage with critical perspectives on listening positionality from Indigenous studies, disability studies, and sound studies towards deepening our understanding of differences and multiplicities in how we listen. We illustrate how we continue to develop ways to incorporate this work in our classrooms and support students in the exhaustive and uncomfortable work of embodied listening and imaginative ways of being in the classroom.</p>

show abstract

Section: Discussionmentioning

confidence: 99%

Embodied Listening

Hanrahan,

Billo

2024

acme

View full text Add to dashboard Cite

show abstract

“…Within these contexts, co-learning is a pedagogical approach that places emphasis on collective goals and the processes engaged to achieve them. These include group accountability for teaching and learning, as well as group processing of learning materials (Lotz-Sisitka et al, 2015;Rice et al, 2020). With social transformation and communication across difference a primary aim of colearning, such formats reject the individualistic learning modes of traditional educational formats (Ibid., p245).…”

Section: Transdisciplinary Co-learning Through Parmentioning

confidence: 99%

“…Knowledge co-creation was inherently embedded within this program prototype, blending farmer knowledge with academic knowledge. It recognized the goals of social transformation and communication across differences, which are fundamental to colearning processes (Lotz-Sisitka et al, 2015;Rice et al, 2020;Utter et al, 2021). A primary aim of the Undergraduate Agroecology Research Fellowship Program (UARFP) was to provide the training in horizontal leadership and the team orientation needed for program participants to successfully engage with this transdisciplinary co-learning format.…”

Section: Introductionmentioning

confidence: 99%

An Undergraduate Agroecology Research Fellows Program Engages Co-learning Through Participatory Action Research

Nordstrom

Horner

Méndez

et al. 2022

Front. Sustain. Food Syst.

View full text Add to dashboard Cite

This paper addresses the role of an Undergraduate Agroecology Research Fellows Program (UARFP) toward a more critical and equity-oriented agroecology pedagogy. As a model rooted in action, Undergraduate Agroecology Research Fellows (UARF) become members of the Agroecology and Livelihoods Collaborative (ALC) Community of Practice (CoP), at the University of Vermont; a transdisciplinary research and education group that engages in community-based participatory action research (PAR). Through this model, UARFs support undergraduate student engagement in an advanced agroecology course, through which a PAR process centered on soil health takes place with regional farms. This triangulated learning format involves in-class and on-farm lab work, alongside the embedded UARF enrichment program, through which agroecological principles are examined via inter- and transdisciplinary educational lenses. Within this context, the objectives of the pedagogical research presented in this paper were: 1) To analyze the ALC-UARFP perceptions of transdisciplinary co-learning through PAR, and 2) extract key lessons learned for critical pedagogy, through this model in action. Our methodological results illustrate the strength of participatory inquiry to capture stakeholder perspectives, iteratively informing the program's direction, and providing key lessons learned. Parallel to this evaluative strength, the qualitative results suggest that authentic undergraduate engagement in PAR offers great potential for the development of increasingly transformative educational programs. Further, our UARFP model, grounded in reciprocal and transdisciplinary co-learning within an agroecological community of practice, pushes the praxis needle toward a more comprehensive and critical agroecology pedagogy.

show abstract