“I would argue that how individual students respond to a diversity course or experience depends primarily on a number of personal variables completely independent of the course/experience itself.” (p 275)
The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).
“It appears that although oral instructional methods such as storytelling are an important cultural approach to learning for these students, the verbal saturation that characterizes much of school instruction, especially when this instruction is fast-paced and delivered in a different language, is not conducive to academic success for them.” (p 108)
“What people do quite naturally is, if it’s work, they try to figure out how to do less. And if it’s art, we try to figure out how to do more. And when we put kids in the factory we call school, the thing we built to indoctrinate them into compliance, why are we surprised that the question is ‘Will this be on the test?’ Someone who is making art doesn’t say, ‘Can I do one less canvas this month?’ They don’t say, ‘Can I write one less song this month?’ They don’t say, ‘Can I touch one fewer person this month?’ It’s art. They want to do more of it.” [0:08:10]
“CHAT encourages a dialectical approach that challenges mutually exclusive categories like individual-collective, mind-body, subject-object, and structure-agency (Roth & Lee, 2007).” (p 99)
“… we interpreted a reflective journal to be an integrative one in [page break] which the writers critically analyse and grapple with theory, practice, and connections between theory and practice. Importantly, a reflective journal extends beyond the narrower focus of other types of journals by encouraging the writer to take a holistic view of their experience.” (p 418-419)
“NGS is a powerful ‘machine’ in that it has come to be viewed by the top levels of administration at the university, by faculty members who are involved in the project, and by those on the steering committee as a model and flagship of internationalization. To criticize the official discourse about NGS is to say the unthinkable …” (p 116)
“In the class that I work with, with students, this is about how our knowledge is managed as Indigenous people. And as a central part of that, it acknowledges that people who own knowledge or are bosses for knowledge (that’s the way we express it), who carry that Law/that knowledge, they pass it on when they deem it appropriate.” (p 165)