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2004 Pedagogy Retreat

Sponsored by Hamilton College and
the Future of Minority Studies National Research Project

Purpose: as part of the series of conferences organized by the FMS National Research project, the 2004 Pedagogy Retreat focuses on the continuing development of realist pedagogy. Focusing simultaneously on the theorization and application of such a pedagogy, the 2004 Retreat will start with course conception and realist pedagogy, move on to a discussion of realist class assignments, and end with the question of how students´work is to be evaluated according to realist principles. The structure of the retreat will be a series of presentations, small-group discussions, and plenary sessions designed to bring together scholars at all levels and from a variety of disciplines.

Program: the Pedagogy Retreat will be a one-day event on Saturday, June 26, with morning and afternoon sessions. The morning session will be broken up into two parts, both sessions centrally concerned with theoretical and practical concerns of mobilizing student identities in the classroom. The afternoon session will focus on the mechanics and organization of a realist classroom, on what sorts of assignments might facilitate the creation of more productive communities of meaning, and on a realist methodology of evaluation.


Conceptualizing the Realist Classroom

Morning Session:

9-915 Session facilitators, Susan Sánchez-Casal, Paula M.L. Moya

• Explain the rationale for the session, identify questions for small groups to discuss in retreat workbook, and explain the logistics for small-group discussions.

915-1015 Paula Moya: “What's Identity Got to Do With It? Mobilizing Identities in the Multicultural Classroom.”
Paper followed by plenary session

1015-1200 Susan Sánchez-Casal, Kristofer Ríos, Jacqueline Kook: “Communities of Meaning in the US Latino Studies Classroom.” Presentation followed by plenary session.

12-145 Lunch


Afternoon session:

2-300 Paulo Lemos Horta: “Realism, Magic, & Minority Identity: Realist Techniques in Teaching Supernatural Literature.”
Tobin Siebers, Respondent

300-315 Break

315-400 John Su: “The Uses of Error: Toward a Realist Methodology of Evaluation.”

400-430 Linda Martín Alcoff, Respondent and Plenary Discussion.
Particular emphasis will be on soliciting other techniques of evaluation used by session participants.

430-530 Group Feedback/Discussion Session

 

 

 




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