ABSTRACT

We developed a pedagogy addressing both academic literacies and critical analysis where students would, with limited facilitation, actively engage with texts and each other. In this article we reflect on what the students who engaged with the pedagogy taught us: that teachers need to be much more than facilitators—we need to ‘meddle in the middle’. In developing the pedagogy we found the key obstacles were the liberal concepts of independence and objectivity—they led students to search for discrete objective ideas and to ignore the context shaping them. Drawing on the ideas of Theodor Adorno and of socio-cultural approaches to literacy, the pedagogy prompted students to sketch constellations on whiteboards of their understanding of the learning materials, drawing on lectures, readings, and their pre-existing knowledges. This article, reflecting qualitative research with students, reports their view that the pedagogy succeeded because of their interactive, engaged, relationship with their teachers. Considering those findings, we discuss how liberalism operates to repress students’ pre-existing knowledges and how this can be countered by teachers’ passion, care, and close engagement. What the students taught us was combatting liberalism requires more than well-scaffolded activities, but active, authentic, enthusiastic, relationships of trust that value both the contributions of students and teachers.

摘要

我们开发了一种针对学术素养和批判性分析的教学法，学生可以在有限的便利下积极参与文本和彼此互动。在这篇文章中，我们反思了参与教学法的学生教给我们的内容：教师需要的不仅仅是促进者——我们需要“介入中间”。在发展教学法的过程中，我们发现主要障碍是独立性和客观性的自由主义概念——它们引导学生寻找离散的客观想法，而忽视塑造它们的背景。该教学法借鉴了西奥多·阿多诺和社会文化识字方法的思想，促使学生利用讲座、阅读和已有知识，在白板上勾勒出他们对学习材料的理解的星座。本文，反映了对学生的定性研究，报告了他们的观点，即教学法之所以成功，是因为他们与老师的互动、参与的关系。考虑到这些发现，我们讨论了自由主义如何压制学生已有的知识，以及如何通过教师的热情、关心和密切参与来抵消这种情况。学生们教给我们的是，反对自由主义需要的不仅仅是良好的支架活动，而是积极、真实、热情的信任关系，重视学生和教师的贡献。我们讨论自由主义如何压制学生已有的知识，以及如何通过教师的热情、关心和密切参与来抵消这种现象。学生们教给我们的是，反对自由主义需要的不仅仅是良好的支架活动，而是积极、真实、热情的信任关系，重视学生和教师的贡献。我们讨论自由主义如何压制学生已有的知识，以及如何通过教师的热情、关心和密切参与来抵消这种现象。学生们教给我们的是，反对自由主义需要的不仅仅是良好的支架活动，而是积极、真实、热情的信任关系，重视学生和教师的贡献。