Creating a contact zone
Negotiating the boundaries of an urban classroom
Bibliographic Data
| ID | 12425065 |
|---|---|
| Authors | Nathaniel Laywine (corresponding author), Melissa Tanti (0009-0009-0065-0437) |
| Year | 2018 |
| Volume | 40 |
| Issue | 4 |
| Pages | 329-348 |
| Publication date | 2018-08-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Review of Education Pedagogy & Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 1071-4413 • E-ISSN: 1556-3022 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10714413.2018.1532746 |
| OpenAlex | W2910867508 |
| Language | EN |
| References cited | 12 |
We are convinced that moments of ethical uncertainty offer pivotal and productive opportunities for educators who are concerned with the relationship between pedagogy and power in the contemporary liberal multicultural milieu. In this paper, we reflect on two separate attempts to move learning outside the humanities classroom and into the city itself. First we discuss our experiences in the classroom and the perceived incommensurability between our roles as educators teaching the importance of civic engagement and the space of the classroom as separate or isolated from the rest of the city. In particular, we reflect upon our own assumptions in the process of developing an assignment called “The City as Text” wherein students were asked to read one of five pre-chosen neighborhoods in Toronto as a text. Using concepts introduced in lectures and course readings to interpret these spaces, students considered questions of belonging, represented interests and presumptions related to the lifestyle, values, and socioeconomic factors of residents and/or users of the area. Students were asked to examine various historic and contemporary representations of urban space and culture in Toronto while interrogating their own understandings of citizenship and urban belonging. We examine the challenges and potential pedagogical opportunities that arose from student responses and caused us to wonder how we might prepare students for encounters with unfamiliar communities and urban experiences and how these lessons fit with the broader goals of the urban university’s education mandate
Art · Curriculum · Epistemology · Higher education · Liberal arts education · Negotiation · Pedagogy · Pluralism (philosophy · Political science · Social science · Sociology · The arts · Visual arts · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Philosophy
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Leisure and Life Politics
Mixing Pop (Culture) and Politics
What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies
| Highly cited | No |
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