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>>Second, I was concerned with equity. For almost 10 years I have been studying inclusive pedagogy, which focuses on ensuring that all students have the resourc
by gadders 5y ago
>>Second, I was concerned with equity. For almost 10 years I have been studying inclusive pedagogy, which focuses on ensuring that all students have the resources they need to learn. My studies confirmed my sense that sometimes what I was really grading was a student’s background. Students with educational privilege came into my classroom already prepared to write A or B papers, while others often had not had the instruction that would enable them to do so. The 14 weeks they spent in my class could not make up for the years of educational privilege their peers had enjoyed.
I guess if you're just doing English as a supplemental course or something. It seems a bit daft if you're doing an actual English degree.
- marcusverus 5y agoThere is a trend in which policies and actions are more and more being optimized to maximize the apparent empathy of the policy or action. There seems to be more concern with having good intentions than with achieving good outcomes. This is great for the policy-maker. After all, the goal of appearing empathetic is easily achieved and requires little effort. Just shoot off your blog post (season well with progressive buzz-words), stop grading papers and accept incoming congratulations at your convenience. Achieving good outcomes, on the other hand, requires actually doing something. It requires an understanding of a real, measurable problem. It requires careful planning, execution, observation of outcomes, and iterative improvement. It requires risk--risk of looking silly, risk of failure, risk of wasted time. Nobody writes articles about teachers whose methods erase the performance gap between the privileged and underprivileged. Why do the hard, thankless work of actually solve the problems? Why not be an empathy zombie?