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Breaking the Fourth Wall: Co-Constructing Evaluative Practices in the Graduate Methods Classroom
Get PDFThis article centers on the authors\u27 experiences co-teaching a semester-long qualitative ABR course by exploring a pedagogical practice implemented by Kelly—the co-construction of an evaluation rubric between teacher and student. We focus on this practice in particular because we believe it is uniquely situated for graduate student teaching. Typically, instructors develop course assessments on their own, establishing their own criteria for what should be included within an assignment. Students, then, refer to rubrics as they compose their assignments ensuring they ‘meet’ or ‘exceed’ the articulated criteria, with little opportunity to provide feedback on how their work is evaluated. Breaking the fourth pedagogical wall occurs when instructors engage students in unconventional practices, for instance, inviting them to elevate their voices with regard to how they are assessed, to talk back, and to decenter who the authority actually is
Teaching Citation Politics through Literature Review Topographies: Towards Cultivating Relational Writing Practices
Get PDFFeminism teaches how power works and circulates through our often-unquestioned everyday practices. Since becoming a professor, I have committed myself to this feminist teaching by demystifying--and reimagining--habituated practices, relations, and expectations in higher education that produce and are produced through cis-hetero-patriarchal capitalist White supremacy. Since literature reviews and citation practices are core materials scholars work with, I invite doctoral students to consider different ways these materials can be engaged in efforts to craft transgressive knowledges and worlds through our research. In this article, I describe an assignment designed to disrupt hegemonic patriarchal inheritances in the conventions of writing literature reviews and habituated citational practices. The assignment was prepared for a first-year doctoral methodology course, and I share how I came into a more capacious relation to the feminist potentialities within the genre of the literature review through living the assignment with the students
