EDUC 600 "Contemporary Discourses in Educational Studies"

Winter 2009 (January 6-March 31)

 From the UVic Calendar: The purpose of this course is for students to engage in a critical examination of contemporary literature on fundamental educational concepts, research issues, and curriculum and instruction implications. Part of such discourse may address the cognitive, cultural, social and political determinants and underpinnings of these central issues.

As taught in the 2009-Winter session, this course has a story line that pulls together the various lessons. Here is how it goes.

Language is what makes us human, but also is, as recent philosophical works have shown, one of the least understood phenomena. Because of this, many educational efforts necessarily are in vain, because they are in contradiction to the nature of language. The story begins with the undecidable, heterogeneous, non-self-identical nature of language (Jan 13, 20). We then look at how this nature of language influences how we think about such topic as identity and the Self (Jan 27), individual beliefs and attitudes (Feb 3), and situated and abstract knowledge (Feb 10). If all culture could be reduced to the individual, we would be done. This turns out not to be the case. The Self is nothing without the Other, which is one of the direct consequences of the approach to language we discuss. We therefore need to look at the articulation and mediation of the individual by its participation in collective processes, where there are issues of knowledge/power, organization, and collective interests to deal with (Feb 24, Mar 3). In the process of dealing with these issues, we come to realize that texts and other inscriptions play a major role in the organization of human-human interactions, so that we attend to these issues and how we understand language, text, images, graphs and the likes and the relations that exist between them. Our own texts not only represent but more importantly make reality, so that we carefully need to understand how people read and peruse texts and what kind of texts we ourselves produce (Mar 10). We wrap up our story by returning to some of the fundamental themes, including heterogeneity, collectivity, culture, knowledge, identity, and language (Mar 17).

 

Detailed Lesson Plans and Resources

The outline is a "living" one, continuously growing and changing to meet students' and instructors' needs, though the overall framework [reading, assignments] will stay.

The course description can be found at this link, including assignment: [handout] [PDF]

Main Reading

Jacques Derrida, The Monolingualism of the Other Or the Prosthesis of the Origin (Stanford: Stanford University Press, 1998).

Navigation Bar

[JAN 06] [JAN 13] [JAN 20] [JAN 27] [FEB 03] [FEB 10] [FEB 17] [FEB 24] [MAR 03] [MAR 10] [MAR 17] [MAR 24] [MAR 31]

Some Useful Resources

UVic library to go to journals and download readings [here].

FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research is a tri-lingual (English, German, Spanish) online journal for issues related to qualitative research.

The Qualitative Report is an online journal dedicated to qualitative research and critical inquiry since 1990. It has lots of links to resources for qualitative research on the Internet.

PRAAT is a program that allows you to prepare very detailed transcripts and do a variety of analyses, including that of prosody.

A sample assignment that received an A+ can be found [here].

JAN 06

Assignment

Lesson topics

1. Introduction
   1. instructor & participants
   2. "Why are you here?" (goals, objectives)
2. Outline of the course--(including presentation and analysis of student research)
   1. Accessing readings (UVic library online)
3. Presentation and discussion of course objectives
4. Presentation and discussion of the assignment;
5. Readings
6. BREAK------------
7. Analyzing some data (AST), demo of clips, mov, aif
   1. Two relevant papers are:
      1. Kamen, M., Roth, W.-M., Flick, L., Shapiro, B., Barden, L., Kean, E., Marble, S., & Lemke, J. (1997). A multiple perspective analysis of the role of language in inquiry science learning: To build a tower. Electronic Journal of Science Education. (here)
      2. Roth, W.-M. (1995). From ‘wiggly structures’ to ‘unshaky towers’: Problem framing, solution finding, and negotiation of courses of actions during a civil engineering unit for elementary students. Research in Science Education, 25, 365–381. (Through library link)
   2. View, Note, Discuss; Educational discourses, theories, relationship between the world and discourse

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JAN 13

Lesson Concepts

Language • discourse • Discourse • dialogue • dialogicity • translation • L1-L2 • texts

Assignments

1. Reading:
   1. Jacques Derrida, The Monolingualism of the Other Or the Prosthesis of the Origin (Stanford: Stanford University Press, 1998).
   2. Each student presents 1 perspective from: Kamen, M., Roth, W.-M., Flick, L., Shapiro, B., Barden, L., Kean, E., Marble, S., & Lemke, J. (1997). A multiple perspective analysis of the role of language in inquiry science learning: To build a tower. Electronic Journal of Science Education. (here)
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process, special needs, possible changes to be made;
2. Discussion of readings;
   1. General discussion
   2. Focused discussion
      1. p.7, incompossibility
      2. p.25, language of the other
      3. p.34
   3. Commentaries
      1. Dwelling, p.2, being, p.11 (M. Heidegger, D. Davidson)
      2. Creolization (p.9): Sabir
      3. translation (p.10, 22, 25): P. Ricœur, Sur la traduction
      4. Ipseity, p.14 (Ricœur, Oneself as Another)
      5. Religion (p.11, 17, 19, 20, 27
      6. Substitution, p.20
      7. Colonialism, power: p.23
      8. Repetition & Difference, p.30 (G. Deleuze)
      9. Anamnesia, p.17/18, 31 (Ricœur, Memory, History, Forgetting)
      10. Signature, countersignature (p.6, 35
3. Mini-lecture (any topics not covered under #2)
   1. Dialectics (G.W.F. Hegel, K. Marx/F. Engels [value --> use|exchange value], L. S. Vygotsky, A. N. Leont'ev, E. Il'enkov),
      1. contradictions,
      2. mutual constitution,
      3. mutual presupposition,
      4. units,
      5. moments vs elements
   2. Dialogism (M. M. Bakhtin):
      1. voices, double-voiced, word, utterance
      2. Genres (identity, auto/biography, odyssey, bildungsroman, p.28-29
   3. Jean-Luc Nancy: Being Singular|Plural, ( Éloge de la mêlée)
      1. non-self-identity (identity, p.29)
      2. hybridity, (interbreeding, p.20)
      3. heterogeneity,
      4. mêlée,
      5. culture/s,
      6. identity|ies,
      7. language|s
4. BREAK-------------------------------
5. Practice of Applying Theories/Concepts and drawing Implications
   1. Speech act theory (J. L. Austin); dialogism (M. M. Bakhtin), p.24
   2. AST vignette
   3. AST [transcript]
   4. Open coding
   5. Bringind Derrida discussion to bear on the AST vignette

 

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JAN 20

Lesson Concepts

Language • discourse • Discourse • dialogue • dialogicity • translation • L1-L2

Assignments

1. Readings
   1. Jacques Derrida, The Monolingualism of the Other Or the Prosthesis of the Origin (Stanford: Stanford University Press, 1998).
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process, special needs, possible changes to be made;
2. Discussion of readings;
   1. General discussion (students articulate the main points that come from their reading of the second part of Monolingualism)
   2. Focused discussion
      1. The untranslatable (p44[75], la mer; p72[134]; à demeure p69[129]; quel temps p.69, 129; messianicité, 68[128]
      2. Reflexivity of form of argument and content of argument (double-voice, dialogism)
      3. Poetry/literature vs philosophy, Kant, Nancy (The discourse of the syncope: Logodedalus) (khôra)
      4. Voices (Heidegger "language as house of being", Freud, Plato) (Freud: amnesia, anamnesia, memory, language==Ricœur [Memory, History, Forgetting]
      5. Beginning before the beginning p48, 61, 65
      6. Read together:
         1. translation p.56[97-99], 65[123], 67, Ricœur Sur la traduction [p45];
         2. p.58[alienation, Marx, Hegel];
         3. p68
3. Mini-lecture (any topics not covered under #2)
   1. Jean-Luc Nancy (1993), ( Éloge de la mêlée)
4. -----------BREAK------------------
5. Practice of Applying Theories/Concepts and drawing Implications
   1. Video AST; Kamen, M., Roth, W.-M., Flick, L., Shapiro, B., Barden, L., Kean, E., Marble, S., & Lemke, J. (1997). A multiple perspective analysis of the role of language in inquiry science learning: To build a tower. Electronic Journal of Science Education. (here)
   2. Discourse vs discourse
   3. Discussion of the relation between discourses and "reality", the same event

 

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JAN 27

Lesson Concepts

Self • identity • Self-Other • interests • motivation • translation • culture • heterogeneity

Assignments

1. Reading
   1. Roth, W.-M. (2006). Identity as dialectic: Making and Re/making self in urban schooling. In J. L. Kincheloe, k. hayes, K. Rose, & P. M. Anderson (Eds.), The Praeger handbook of urban education (pp. 143–153). Westport, CT: Greenwood. [here]
   2. Roth, W.-M., & Hsu, P-L. (2008). Interest and motivation: A cultural historical and discursive psychological approach. In J. E. Larson (Ed.), Educational psychology: Cognition and learning, individual differences and motivation (pp. 81–105). Hauppauge, NY: Nova Science. [here]
   3. Lee, Y. J., & Roth, W.-M. (2004). Making a scientist: Discursive "doing" of identity and self-presentation during research interviews. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (1).
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process, special needs, possible changes to be made
2. Discussion of readings;
   1. General discussion
   2. Focused discussion
      1. Ipse, Idem (Ricœur [Oneself as Another], Derrida, p.14 [Beneveniste [Indeo-European language and society]])
      2. Constructivism versus cultural-historical activity theory, phenomenology
      3. Compare and contrast the 3 pieces; do you see a development?
      4. Derrida (Monolingualism) and the question of identity: p.14, p.28, p.55, p.68
      5. Relating the readings to Derrida (Monolingualism)
      6. Self as model of the other; the Other as model of the self. Consciousness = con- + sciere, self-consciousness = self + con- + sciere
      7. Interview as context for the narrative construction of genre text. (Talk to make both)
      8. Auto/biographer and protagonist; person-in-the-world, narrator-in-the-text, the protagonist
3. Mini-lecture (any topics not covered under #2)
4. --------------BREAK----------------
5. Analyzing an interview (excerpt) for the purpose of identifying "identity"
   1. General comments on ways of doing open coding (printing/mark-up; "Notes")
   2. Who is Preston? (Interview excerpt)
      1. Read, then engage in "open coding" (mark up the paper copy)
      2. Analyze the excerpt for identity; bringing to bear the notions from the reading and Derrida.

 

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FEB 03

Lesson Concepts

Beliefs • epistemology • attitudes • emotions • ethics •morals

Assignments

1. Reading
   1. Lucas, K. B., & Roth, W.-M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 26, 103–129. [UVic library online]
   2. Roth, W.-M. (2007). Identity in scientific literacy: Emotional-volitional and ethico-moral dimensions. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 153-184). Rotterdam: Sense. [here]
   3. Hsu, P.-L., & Roth, W.-M. (in press). Understanding beliefs, identity, conceptions, and motivations from a discursive psychology perspective. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. •••–•••). Dordrecht, The Netherlands: Springer-Verlag. [here]
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process, special needs, possible changes to be made;
2. Discussion of readings;
   1. General discussion
   2. Focused discussion
      1. Dialectical concepts; using the Sheffer stroke "|"; building contradictions into concepts (see also: khôra, syncope, différance, trace, . . .)
      2. agency|structure (Sewell, 1992, Am J Soc), agency||resources|schema; ROTH: agency|passivity||resources|schema
      3. Cultural-historical activity theory, the mediational triangle (interviewing vs. lesson), centrality of actions in the activity/action/operation relation
      4. Ricœur (1992, Oneself as Another), Bakhtin (1993, Philosophy of the Act), Levinas (1998, Otherwise than Being)
      5. Relation between "action" and "talk about action" (Damasio, ethics)
      6. Relation between "beliefs" and "action"
      7. {doing [interviewing following a semi-structured interview protocol]} (work + notational particulars) (Garfinkel & Sacks, 'On Formal Structures of Practical Action')
      8. Discursive psychology (Edwards & Potter, 1992; Potter & Wetherell, 1987)
      9. interpretive repertoires
      10. Genres, character/plot---contradictions (finalization, open-endedness of life)
3. Mini-lecture (any topics not covered under #2)
4. -----------------BREAK--------------------------
5. Analyzing an interview (excerpt) for the purpose of identifying "identity": PART 2
   1. Teacher-research, database, transcription,
   2. Writing research; Genres---language as the means and ground for people (participants), language (genres) as the means for authors to communicate about the world they observe
   3. Who is Preston? (Interview excerpt)
      1. Read, then engage in "open coding" (mark up the paper copy)
      2. Analyze the excerpt for identity; bringing to bear the notions from the reading and Derrida.

 

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FEB 10

Lesson Concepts

Conceptions • knowledge • discursive psychology • situated cognition

Assignments

1. Readings
   1. Roth, W.-M., Lee, Y. J., & Hwang, S.-W. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education, 3, 231-261. [UVic library online]
   2. Roth, W.-M. (2008). The nature of scientific conceptions: A discursive psychological perspective. Educational Research Review, 3, 30-50. [UVic library online]
   3. Roth, W.-M. (2007). Situating situated cognition. In J. Kincheloe & R. Horn (Eds.), The Praeger handbook of education and psychology (pp. 717-728). Westport, CT: Praeger. [here]
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process, special needs, possible changes to be made
2. Analysis of interview transcript with Preston; Analyzing an interview (excerpt) for the purpose of identifying "identity", "knowledge [about evolution & creation]"; "attitudes"; etc: PART 2
   1. Teacher-research, database, transcription,
   2. Writing research; Genres---language as the means and ground for people (participants), language (genres) as the means for authors to communicate about the world they observe
   3. Who is Preston? (Interview excerpt)
      1. Read, then engage in "open coding" (mark up the paper copy)
      2. Analyze the excerpt for identity; bringing to bear the notions from the reading and Derrida.
3. -----------------BREAK--------------------------
4. Minilecture of terms not covered on FEB 3.
5. Discussion of readings
   1. Minilecture
      1. Ethnomethodology [Harold Garfinkel], conversation analysis [Harvey Sacks]
         1. phenomenology
            1. Edmund Husser, the structure of experience, time, reproduction of the sciences;
            2. Martin Heidegger on Being, using tools, language, 'Die Sprache spricht'],
            3. Maurice Merleau-Ponty on the body, learning;
         2. phenomenological psychology [Alfred Schutz, Phenomenology of the Social World (Der sinnhafte Aufbau der sozialen Welt)],
         3. phenomenological sociology [Pierre Bourdieu]
         4. Lifeworld analysis [Phil Agre]
         5. Institutional analysis [Dorothy E. Smith]
      2. Discursive psychology [Jonathan Potter, Derek Edwards]
      3. Situated cognition, distributed cognition [Jean Lave, Ed Hutchins]
      4. "knowing" versus "knowledge",
      5. Participation
      6. Practice; praxis
   2. General discussion of articles for FEB 10
   3. Summary

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FEB 17

!!! READING BREAK. NO CLASSES !!!

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FEB 24

Lesson Concepts

Institutions • organizations • power • emotion • activity

Assignments

1. Reading
   1. Roth, W.-M. (2005). Organizational mediation of urban science. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Maximizing the transformative potential of science education: Learning from research in inner city high schools (pp. 91-115). Lanham, MD: Rowman & Littlefield. [here]
   2. Roth, W.-M. & Tobin, K. (submitted). Prosody as a transactional resource in intra- and intercultural communication involving power differences. [here]
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process;
   1. Presentations all on MAR 31?
   2. Questions, confusions (Making up lost time on MAR 24?)
2. Minilecture
   1. Ethnomethodology [Harold Garfinkel], conversation analysis [Harvey Sacks]
      1. phenomenology
         1. Edmund Husser, the structure of experience, time, reproduction of the sciences;
         2. Martin Heidegger on Being, using tools, language, 'Die Sprache spricht'],
         3. Maurice Merleau-Ponty on the body, learning;
      2. phenomenological psychology [Alfred Schutz, Phenomenology of the Social World (Der sinnhafte Aufbau der sozialen Welt)],
      3. phenomenological sociology [Pierre Bourdieu]
      4. Lifeworld analysis [Phil Agre]
      5. Institutional analysis [Dorothy E. Smith]
   2. Discursive psychology [Jonathan Potter, Derek Edwards]
   3. Situated cognition, distributed cognition [Jean Lave, Ed Hutchins]
   4. "knowing" versus "knowledge",
   5. Participation
   6. Practice; praxis
3. Analyzing data
   1. Interview between two researchers and a vice-principal
      1. Open coding
      2. Focus 1: Identity
      3. Focus 2: Institutional relations, institutional narratives
4. -----------------BREAK--------------------------
5. Discussion of readings;
   1. General discussion
   2. Focused discussion
      1. Why a sociology of emotion?
      2. How are individual and collective emotion connected?
      3. How can we thinkg the relation between individual and collective without generating contradictions, or thinking with contradictions but productively?
      4. Power, institutional relations, relations of ruling (D. E. Smith)
      5. Power, knowledge, language
      6. Emotion --» prosody --» language

 

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MAR 03

Lesson Concepts

Power/knowledge • institutional talk • cultural-historical activity • inscriptions • boundary objects

Assignments

1. Reading
   1. Hsu, P-L., Roth, W.-M., & Mazumder, A. (in press). Natural pedagogical conversations in a high school students' internship. Journal of Research in Science Teaching. [here]
   2. Roth, W.-M., & Middleton, D. (2006). Knowing what you tell, telling what you know: Uncertainty and asymmetries of meaning in interpreting graphical data. Cultural Studies of Science Education, 1, 11-81. [UVic library online]
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions about process, special needs, possible changes to be made;
   1. All students present from their assignments on MAR 31. For each, we have about 25 minutes, which includes discussions, feedback, comments.
   2. On MAR 24, students who want to talk about their PhD project or even work through some ideas, including framing question, setting up the study, possibilities for analysis, can do so. It will be something like a "think-aloud" session, where all participate in questioning the 'candidate'.
2. Pei-Ling Hsu presents on 2 topics pertinent to the course
   1. Writing a paper as a graduate student. . . some do's and don'ts (overhead here)
   2. A comparison of discourse analysis (DA) and conversation analysis (CA) (handout here)
   3. Discussion of the HSU/ROTH/MAZUMDER paper in view of the concepts for today (Power/knowledge • institutional talk • cultural-historical activity • inscriptions • boundary objects)
3. Discussion of ROTH/MIDDLETON
   1. Discussion
   2. Demonstration: The analysis of prosody (I use PRAAT, which is a multi-platform freely downloadable software)
   3. Analysis of data (Transcript: first 4 pages)
4. Mini-lecture (any topics not covered under #2, #3)
   1. Power/knowledge (FOUCAULT: Birth of the Prison)
   2. Cultural-historical activity theory (Triangle)
   3. Writing dialectical concepts (agency|passivity)
   4. {doing [interviewing following a semi-structured interview protocol]} (work + notational particulars) (Garfinkel & Sacks, 'On Formal Structures of Practical Action')

 

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MAR 10

Lesson Concepts

Representations • Inscriptions • Writing research • Reflexivity

Assignments

1. Readings
   1. Roth, W.-M (in press). An anthropology of reading science texts in online media. In F. Columbus (Ed.), Reading: Assessment, comprehension, and teaching (pp. ???-???). [here]
   2. Roth, W.-M., & McRobbie, C. (1999). Lifeworlds and the 'w/ri(gh)ting' of classroom research. Journal of Curriculum Studies, 31, 501-522. [UVic library online]
   3. Roth, W.-M., McRobbie, C., & Lucas, K. B. (1998). Four dialogues and metalogues about the nature of science. Research in Science Education, 28, 107-118. [UVic library online]
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Organizational questions about March 24
2. Mini-lecture: From transcription to paper/chapter
   1. Steps of going from data sources to written chapter/paper
      1. Annotating while transcribing (Example from ethnography in science lab)
      2. Transcribing, annotating, writing (Example from design experiment in 6th/7th-grade science)
   2. Forms of research/writing ("w/ri(gh)ting")
      1. Cogenerative dialogue
      2. Metalogue (Bateson: "Steps to an Ecology of Mind", "Mind and Nature"; Bateson & Bateson: "Angels Fear")
      3. Fictive dialogue
         1. Multiple authors contributing to the paper
         2. Multiple quotations . . .
      4. Derrida and writing/thinking: "Monolingualism of the Other"
3. Discussion of readings;
   1. General discussion
   2. Focused discussion
      1. An anthropology of reading
         1. individual|collective (culture)
         2. Ethnomethodology
         3. relation of general and particular, abstract and concrete
      2. Form and content of writing
         1. audience, genre;
         2. McLuhan: medium, message
4. Practice of Applying Theories/Concepts
   1. From the phenomenology of perception: A practical demonstration (Malthese cross)

 

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MAR 17

Lesson Concepts

Heterogeneity • individual|collective • diaspora

Assignments

1. Readings
   1. Roth, W.-M. (2008). Bricolage, métissage, hybridity, heterogeneity, diaspora: Concepts for thinking science education in the 21st century. Cultural Studies of Science Education, 3, 891-916. [UVic library online]
   2. Roth, W.-M. (2007). Toward a dialectical notion and praxis of scientific literacy. Journal of Curriculum Studies, 39, 377-398. [UVic library online]
2. Reflections on readings (submit prior to seminar)

Lesson topics

1. Questions?
2. Comments
   1. Power/knowledge & institutional talk
      1. Roth/Middleton
      2. Hsu/Roth/Mazumder
   2. Representations/Inscriptions/Reflexivity
      1. Reading Online News
      2. W/ri(gh)ting: Roth/McRobbie
      3. Reflexivity: Roth/McRobbie/Lucas
   3. Look at these topics and article in terms of Monolingualism of the Other (Derrida, 1998)
3. Discussion of readings;
   1. General discussion
   2. Focused discussion
      1. Self-Identity (A = A)
      2. Difference as such, difference-in-and-for-itself---(A ≠ A) (Derrida, Nancy, Deleuze):
      3. Marx: value ««--»» exchange-value, use-value; light ««--»» wave, particle
      4. Bricolage, métissage, hybridity, heterogeneity, diaspora----what evidence is there in Monolingualism?
      5. Internal Differences
         1. Dialectics (A --» not-A --» not-(A AND not-A), NAND) ---» agency|structure; agency|passivity||schema|resource; movement, history-----Hegel, Marx, Vygotsky, Leont'ev, Il'enkov;
         2. dialogism (movement of A ««--»» not-A) -----Mikhail Bakhtin
         3. movement, in writing-----Derrida.
         4. Expressions: is-not, never-is, always-becomes, à-venir, avenir
         5. Essentialism: be, being, is ("Otherwise than Being or Beyond Essence", Levinas)
         6. forgiveness (forgiving the unforgivable)
         7. Decision, determinism, bifurcation; the undecidable ---«
         8. Democracy (à-venir, to come);

 

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MAR 24

Assignments

Lesson topics

1. Research design sessions
   1. Students who wish will come with an idea, framed in the form of a question. (((Please send question by email so that we can project it during the seminar)))
   2. Students talk a bit about the idea, the context
   3. Every one is then invited to query, pushing the owner of the idea to clarify, articulate, rephrase question, etc.

 

1. PR
   • To what extent is the collective (CYC group of professionals) allowing (traditional) mental health knowledge to come to bear on the issue (practice with suicidal adolescents)?
   • What notions within the community of practice are used to set up learning opportunities that focus on legtimized forms of knowing, the 'right' ways of engaging in, talking about, and using tools (i.e., suicide risk assessments)?
2. MLPM
   • How effective is the use of the software "GeoGebra" in achieve understanding of Abstract Algebra using geometric representations to improve academic performance from colombian grade nine students?
   • How teachers perceive the use of the software "GeoGebra" versus traditional teaching methods?
   • How students from grade nine perceive the use of the software "GeoGebra" versus traditional teaching methods?
3. AA
   • I want to explore youth's perceptions about opportunities for learning and economic development available for them in their community. To do so I want to use the photovoice method, which is a participatory research method, based on feminist theories.

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MAR 31

Assignments

1. Students prepare an informal presentation of their final assignment
2. Final assignment is due 1 week from today: April 7.

Lesson topics

1. Students informally speak about their assignment, what they have found, etc.
2. Questions and critique. ((Students may build all feedback into their assignment; the point is to learn, not to jump hoops))))

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