CARYN MCTIGHE MUSIL SENIOR SCHOLAR AND DIRECTOR OF CIVIC LEARNING AND DEMOCRACY INITIATIVES...

CARYN MCTIGHE MUSILSENIOR SCHOLAR AND DIRECTOR OF

CIVIC LEARNING AND DEMOCRACY INITIATIVES

INSTITUTE FOR INTEGRATIVE LEARNING AND DEPARTMENTS

JULY 10 , 2014

Civic, Global, and US Diversity: A Means and End

for Integrative Learning

Goals of the Workshop

Getting an additional slant on integrative learning by examining what it meant to three dynamic educational reform movements.

Identifying some of the distinguishing and overlapping contributions, pedagogies, and disruptive presences of these three intellectual and social movements.

Consider what might be learned from the approaches and content of these three that can enrich, embolden, and sharpen your current plan.

Format for the Workshop

9:00-9:10 Welcome and overview

9:10-9:30 Lessons about integrative learning from three educational reform movements

Schools that are applying those lessons

9:30-10:10 Harvesting insights from them for your current ILD proposed plan

W.E.B Du Bois

Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental.... The freedom to learn... has been bought by bitter sacrifice. And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, but what we do not believe; not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said.

"The Freedom to Learn,“ 1949

Which side is integrative learning?

Integration as combining, blending, fusing

Smooth, easy

Unifying

Integration as radical disruption of previous norms

Unsettling, difficult

Transformative

LEAP: Essential Learning Outcome Three

Personal and Social Responsibility (PSR)-- Civic learning and democratic engagement— local and global-- Diversity and global knowledge and intercultural competence-- Ethical reasoning and action-- Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

Key Markers of U.S. Diversity and Learning

Radical challenge to existing normsQuestioned dominating assumptions and

narrativesBrought to light new knowledge, histories,

culturesLinked knowledge to social issuesUnderscored the validity of social justice and

equality as areas of academic investigation as well as part of the purpose of higher education

Diversity: Key Consequences to Students

Created a home within an otherwise alien and often hostile and dismissive academic environment

Affirmed identities and communities of originHelped draw students to college and keep them thereContributed to their ability to work cooperatively with

othersIncreased ability to take seriously the perspectives of

others and be open to having their own views challenged

Empowered students and nurtured a sense of agencyNurtured their sense of being creators of knowledgeHoned critical thinking skills

Diversity: Signature Pedagogies

Student-centeredCollaborationMulti-perspectival, comparativeUsing knowledge as a means of liberationUsing knowledge to effect social changeUsing knowledge to understand systems of

oppressionCommunity-based learning and research

Key Markers of Civic Learning and Democratic Engagement

Takes higher education out of its insular geographic boundaries

Introduces new issues into the classroomApplies knowledge to addressing large social

issues and ameliorating human needsExpands the notion of who the experts are

and where necessary expertise is locatedPuts on the academic agenda stark

inequalities, dysfunctional political processes, and the power of collective action

Civic: Consequence to Students

Helps them make sense of what they were learning in their classrooms

Gives them a sense of purposeReinforces their desire to address inequities in

the worldIncreases tolerance and the ability to work well

with othersContributes to their sense of efficacy and power

to affect social changeHelps attract them to college and keep them

there

Civic Pedagogies

Applying knowledge to address real world issues

Service-learning and community-based research

Deliberation and sustained dialogueReflectionCampus/community partnerships to address

identified problems

Markers of Global Learning

Introduces systems thinking and notion of interdependence and connectivity

Disorients the norm, the assumed center, the comfortable orientation

Creates spaces for examining and addressing shared global issues like food, climate change, income inequality, health

Underscores the importance of becoming adept and respectful boundary crossers

Contributes to an expansive notion of diversity

Global: Consequences to Students

Enhances their intercultural capacitiesHelps them locate their sense of identity

within a larger sphereChallenges them to make connections Heightens their sense of social responsibilityContributes to their ability to work with

others to effect social change for equitable ends

Enriches their pluralistic orientation and openness to difference

Global Pedagogies

Intercultural dialogue and communicationComparative analyses and projectsMaking connections visible: following a

commodity forward or backwardBig Questions, Big Themes, Big IssuesCommunity-based research, projects, and

partnerships

TO THEIR OWN FIELDS

TO ACADEMIC INSTITUTIONS

Lessons in Integrative Transformation

Association of American Colleges and Universities, www.aacu.org

FROM ACCESS TO WIDE-RANGING CAMPUS INNOVATIONS IN MULTIPLE LOCATIONS

FROM SINGLE, ISOLATED PROGRAMS TO MORE COMPREHENSIVE INSTITUTIONAL APPROACHES

EMERGENCE OF NEW STRUCTURES TO COORDINATE DIVERSITY INITIATIVES

Diversity Integrative Transformations


More Diversity Transformations, 2

DIVERSITY WITHIN GROUPS AS WELL AS ACROSS GROUPS

FROM SINGLE TO MULTIPLE AND INTERSECTING DIFFERENCES

DIVERSITY BOTH EXISTS AND CHANGES BEYOND U.S. BORDERS


Global Studies Integrative Transformations

FROM ONLY EUROPE TO MORE OF THE GLOBE

FROM “US” and “THEM” to “WE”

FROM “OVER THERE” TO EVERWHERE

FROM ASSUMING DISCRETE, INDEPENDENT NATION STATES TO INTEGRATED GLOBAL SYSTEMS


More Global Transformations, 2

FROM ONE NON-WESTERN COURSE IN GENERAL EDUCATION TO ADDRESSING GLOBAL ISSUES IN MULTIPLE CLASSES

FROM VISITING A PLACE TO BEING PART OF A PLACE AND A PERSPECTIVE

FROM THE COLONIZERS’ VERSION TO THE SUBALTERNS NARRATION OF THEIR OWN HISTORIES


Civic Integrative Transformations

FROM VOLUNTEERING ONE’S TIME EPISODICALLY TO MORE SUSTAINED ENGAGEMENT THROUGH ACADEMIC COURSES

FROM ONE-WAY TO TWO-WAY EXCHANGES

FROM “WE” and “THEM” to “US”

FROM A SINGLE CIVIC MODEL (Service Learning) TO MULTIPLE CIVIC MODELS

Civic Transformations, 2

FROM RANDOM CURRICULAR AND CO-CURRICULAR ACTIVITIES TO MORE SEQUENTIAL AND DEVELOPMENTAL CIVIC PATHWAYS

FROM INDIVIDUAL CHARITY TO WORKING COLLECTIVELY WITH COMMUNITY PARTNERS TO CREATE FAIRER, MORE HUMANE SOCIETIES

FROM SINGLE COORDINATOR IN STUDENT AFFAIRS FOR VOLUNTEER EFFORTS TO MORE STRUCTURED AND WIDELY DISPERSED LEADERSHIP

Small Group Discussions

1. Dyads: Do you think your current ILD plan is integrative smooth and unifying or integrative difficult and transformative?

2. Group of 4-5:A. Was there anything in the presentation about the disruptive presences of diversity, civic, and global learning that made you want to embolden your current ILD plan? If so, how?

Small Group Discussions

2.B. How have you incorporated any or all three of these powerful and disruptive intellectual reform movements into your own ILD plan for Integrative Learning?

C. What distinguishing markers and/or pedagogies from diversity, civic, global education might you adopt within your current ILD plan to enrich it?

Association of American Colleges and Universities

Integrative Learning as Disruptive and Transformative

“Educational practices and diverse learning environments should provide students with skills that will serve them throughout their lives. Equally important, however, are practices that prepare students for the society we aspire to become, practices that empower them to create a world that is more equitable, just, democratic, and sustainable.”

Sylvia Hurtado and Linda DeAngelo

CARYN MCTIGHE MUSIL SENIOR SCHOLAR AND DIRECTOR OF CIVIC LEARNING AND DEMOCRACY INITIATIVES...

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