Par for the course
Designing course outlines and feminist freedoms
Bibliographic Data
| ID | 12285342 |
|---|---|
| Authors | Judith Millen (a York University , North York, Canada, corresponding author) |
| Year | 1997 |
| Volume | 5 |
| Issue | 1 |
| Pages | 9-27 |
| Publication date | 1997-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0965-9757 • E-ISSN: 1747-5104 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14681369700200002 |
| OpenAlex | W2032133377 |
| Language | EN |
| References cited | 12 |
In this paper I have tried to look at some of the ways that we write course syllabi. One of my concerns is to see how it is that we get “trained” to do this part of our work – i.e. the writing of the course outlines that we hand to students at the beginning of each course. These moments are what I call ‘trivial’ moments in university work. This notion of the ‘trivial’ is what makes it so important for us to stop and look more closely at what we do. The less we focus on aspects of our work, the more they ‘do for us. In conjunction with this analysis, I have tried to interrupt, in a minor way, the formal writing of a 1inear academic paper. I have contradictorily arranged headings and connections while also indulging in asides and histories that place the way I work in context. These too are trivial moments
Conjunction (astronomy · Context (archaeology · Course (navigation · Focus (optics · Interrupt · Mathematics education · Minor (academic · Political science · Sociology · Syllabus · Telecommunications · Work (physics · Autobiographical and Biographical Writing · Computer Science · Discourse Analysis in Language Studies · Engineering · History · Law · Psychology · Qualitative Research Methods and Ethics
| Citation velocity | historical |
|---|---|
| Highly cited | No |