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