“Whether Mr Mutt with his own hands made the fountain or not has no importance. He CHOSE it. He took an ordinary article of life, placed it so that its useful significance disappeared under the new title and point of view—created a new thought for that object.”
Quote--use for essay?
(a) illustrating an ethic of care from the onset and working tocreate a welcoming and affirming classroom climate; (b) proactively addressingpotential concerns by reminding students of course assignments, regularly checkingon students’progress in the course, and proactively engaging students in conversa-tions; (c) listening to concerns brought forth by students; and (d) continually encour-aging students to meet their academic potential.
these all seem like things we should be doing anyways.
faculty must seek outconnections with Black males and provide them with academic support, even in situ-ations where the students do not ask for help.
responsibility to create engagement
this approach to teacher–student interaction required him to“humble”himself and show teachers that he was dedicated to becoming a better stu-dent.
how to design interactions that don't require students to be "humble"
he efforts ofstudents to seek out supplemental support from others, as articulated by students inthis study, are motivated by feelings of marginalization in the classroom and percep-tions that others perceive them as inferior.
instead of seeking out study groups as a supplement to other forms of help, marginalized students are seeking out student help as an alternative to other more "official" types of help.
participating in study groups with fellowclassmates. Apparently, Joshua felt more comfortable seeking help in these settings.
student-to-student is a more comfortable help structure for some student
men described help-seeking behaviors as being in directconflict with their gender identity.
help seeking is counter to male identification
faculty members and other stu-dents perceived them as academically inferior
participants perceived that faculty members and other students would think of them this way, or that they were actually perceived this way?
academic disengage-ment was typified by students’refusal to make first contact with teachers, askquestions in class, provide answers during class discussions, participate in class smallgroups, and visit teachers during office hours.
types of disengagement--could develop strategies for each one.
but that alone does not necessarily affect an interruption of the desire for innocence that underlies those moves in the first place.
People want to be good and for their work to be meaningful. Re-framing our understanding of the institution of higher ed and its history threatens our sense of ourselves as good people who are doing good work. Identity threats are really difficult to engage with. I think in many cases, white faculty need a means of taking action to keep considering their work powerful and meaningful--I think the desire for the "moves to innocence" can be leveraged as a powerful agent for system change in some cases.
Deeming alternatives unrealistic:
I have definitely felt that my knowledge of the bureaucratic systems of the CCCs and familiarity with the difficulty of change has made me more dismissive of change efforts. I have to really stop myself from immediately going to all of the reasons that something won't work and listen to the ideas and spirit behind suggestions of alternatives.
I think bureaucracy is responsible for a lot of the ennui that props up current unjust systems--this book really challenged me over the break to conceive of bureaucracy differently: The Utopia of Rules by David Graeber
This latter set of accounts suggests that the inequities and injustices of the present are not entirely novel, but rather are the legacy and continuation of a higher education system whose foundations have been deeply entangled with the logics, relations, and infrastructures of racial-colonial capitalism since its begin-nings.
Problems currently facing college students are relics of how the systems evolved, not new problems.
INTRODUCTIONEleanor Heartney PostmodernismCambridge, UK: University of Cambridge Press, 2002 pp. 6-12
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TOP OF THE POPS:A Critic at Large
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Clement Greenberg, excerpts from “Modernist Painting,” originally published as Forum Lectures (Washington, D. C.: Voice of America), 1960, content reproduced from http://www.sharecom.ca/greenberg/modernism.html
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Visual Pleasure and Narrative Cinema*
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"Visual Pleasure and Narrative Cinema" - Laura Mulvey - summary and review (part 1)
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An Essay About Essays
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The Other History of Intercultural Performance
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An Illustrated Guide to Arthur Danto’s “The End of Art”
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I DON’T CARE ABOUT CONTEMPORARY ART ANYMORE?
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In the pre-evaluation conference,
At an appropriate time--does not make sense to have all these materials in the pre-eval conference.
Wherever you look, people have become suspiciously comfortable with concepts like R0 and CFRs, which they use to argue in favor of or against widespread social distancing
save for quote
for critical thinking??
ACRL visual literacy standards
possible source/activity for critical thinking in visual studies
Use for Critical Thinking in Visual Studies?
F Yeah Feminist Art tumblr (Links to an external site.)Links to an external site.)
This is a great source!!