Elective Sharing Task : Reflections

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Brief reflections on Elective Sharing Task unit…!

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> On Derrick Bell “Reflections on Critical Race Theory”

https://youtu.be/iG80P-pWoKg

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How we can instill a culture of mutuality between students and tutor  in order to nurture a culture of pluralism in the classroom?

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Listening more? Discussing and challenging our roles, our knowledges, our cultures, our perspectives on diversity and inclusion. We could have more Q&As with students and tutors (and tutors and management) to openly discuss aspects of pluralism and what we see is working, what is missing, how all this affects us. This is in order to build-up a participation and not-hierarchical based system to uphold co-existences of values, identifying steps to take further together for a more diverse education setting that could then be an example for industry and society in its wider context. So, more and more discussions, debates, respectful exchanges of opinions.

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Boundary objects and beyond

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Can this book be an example of a boundary object in its own right?

How can this notion (a boundary object) change the way u might use written material as a ‘teacher’?

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I think we could consider this book as example of knowledge to adapt to different needs, reflections, and experiences of the readers. I haven’t read the whole book, but for what I have seen there is an input of a less structured work that questions the common analysis crossing social and professional standards. There is a feel of intersection of social world, so yes, the piece itself could underline the very concept of a boundary object.

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Opening randomly the book, I stayed on reflecting on Chapter 04 “Anticipation of Work“ with also its “Simplification of Work” section. I find inspiring the scientific strategy of “breaking problems”, “simplyfying the amount of data or information”, “de- and re-contextualising the work”, “defining the saturation”, “limiting our theorizing”, “constraining our representations”… in learning&teaching, we can use this to adapt to ways of production development of making, maybe shaping a resource for students to input on, review together, and balance out during the year in connection to deadlines, briefs, etc. It gives bullet-points to be reused and mixed.

And the flow of “Anticipation of Work” also calls how we can co-create and hack the planning and designing of the curriculum. “The relations between pieces of problems”; “the material and political elements of the situation”; “the technical and theoretical elements of the situation”; “the nature of the reconciliations: what was ceded? What was left on the table?”; “temporality”.

– – – – – – – – –  – -> and, in connection to what we are reflecting on pluralism in higher education and society, perhaps here there is something that can be bridged in terms of discussion and reflection on it, on our approach and questioning, on our reflections, on our institutional given day-to-day flow: all ready to be challenged and divided in smaller data to be analysed to potentially develop in different directions with values and visions of inclusion and diversity.

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