to let go of rigid control I’d tried to impose upon the classroom, and to make room for the unpredictable and unexpected.
Policing "fraud" in the classroom is absolutely a type of work we can all let go!
to let go of rigid control I’d tried to impose upon the classroom, and to make room for the unpredictable and unexpected.
Policing "fraud" in the classroom is absolutely a type of work we can all let go!
Let’s stop to consider what the point of citation even is.
Great rhetorical move here. Students are much more likely to be engaged in the process if they're aware of how and why it works a certain way.
Personal bias has real impacts. But bias isn’t agenda, and it’s agenda that should be your primary concern for quick checks. Bias: an inclination for or against a particular idea Agenda: the primary mission of an individual or organization It’s easy to see bias in people you disagree with, and hard to see bias in people you agree with. But bias isn’t agenda. Bias is about how people see things; agenda is about what the news source is set up to do. “Inform readers” is an example of an agenda. “Promote political party X” is also an example of an agenda. It matters what the primary goal of a source is. A news organization that clearly marks opinion columns as opinion, employs dozens of fact-checkers, hires professional reporters, and takes care to be transparent about sources, methods, and conflicts of interest is less likely to be driven by political agenda than a site that does not do these things. And this holds even if the reporters themselves may have personal bias. Good process and news culture goes a long way to mitigating personal bias. Again, we cannot stress enough: you should read things by people with political agendas. It’s an important part of your information diet. It’s also the case that sometimes the people with the most expertise work for organizations that are trying to accomplish social or political goals. But you should be aware of the agenda of the source you’re reading; ask first and foremost when approaching an organization or source “What is this group set up to do?” Keep in mind when checking a fact or a statistic that agenda can get in the way, and you may want to find a less agenda-driven source if possible.
This strikes me as an extremely teachable distinction, and one that will prompt a lot of great discussions in the classroom. I especially appreciate the final emphasis that agendas can be worth reading, as long as they are identified as such.
In addition, if you get lost while working on the other moves, or hit dead ends, or find yourself going down an increasingly confusing rabbit hole during your investigation, STOP. Back up and start over knowing what you know now. You’re likely to take a more informed path with different search terms and better decisions
How can this re-working of research show up in students' final projects? I worry that this type of due diligence gets pushed out by the lack of time our students frequently have. This is especially true if our assignments emphasize the final product over the process.
These are four things you might do as you try to move towards better information. This is not a checklist. You don’t need to do all of these things every time you’re evaluating information. You can use whichever ones make sense in a particular situation.
Might also be worth emphasizing that they can occur in any order. I've found myself tracing claims out of curiosity in the past, only to then stop and question the original source when I find their research suspect.
What can employers do to prevent their employees from burning out?
Yes, I do very much want to know this!!!
Many databases are part of the deep web,
I find this to be a helpful framing of the relationship.
Think about that: as much as Google can show you, it tends to be the best, most carefully created information that you cannot get for free on the web. (I say “tends to be” because you may also remember from the previous chapter that there are no hard and fast rules about determining the quality or usefulness of information. Some creators give away high quality information and some charge for questionable content.)
Would a comment or brief section on OER be useful here? It could be a digression, but it's certainly where my brain went at this point.
maintains a Code of Ethics for journalists to follow,
I've found SPJ's Code of Ethics to be a helpful teaching tool in the writing classroom. With a little modification, the precepts there apply to a lot of academic writing, especially writing on social justice issues.
There are a lot of different cognitive biases, but here we will just mention two that are quite likely to impact our research activities.
Love this chart!
“No place,” Lawrence observed, “exerts its full influence upon a newcomer until the old inhabitant is dead or absorbed.” Lawrence argued that in order to meet the “demon of the continent” head on and this finalize the “unexpressed spirit of America,” white Americans needed either to destroy Indians of assimilate them into a white American world...both aimed at making Indians vanish from the landscape. (Lawrence,as quoted in Deloria, 1998, p. 4).
Out of left field, but: I suspect that the contemporary fantasy tropes of elves and fae mask this desire for indigeneity. (Typically white figures who have an elemental connection to nature yet have roots in Western Europe).
Likewise, the promise of integration and civil rights is predicated on securing a share of a settler-appropriated wealth (as well as expropriated ‘third-world’ wealth).
So, "40 acres and a mule" implies an unlawful and unethical transfer of indigenous land.
In this set of settler colonial relations, colonial subjects who are displaced by external colonialism, as well as racialized and minoritized by internal colonialism, still occupy and settle stolen Indigenous land. Settlers are diverse, not just of white European descent, and include people of color, even from other colonial contexts. This tightly wound set of conditions and racialized, globalized relations exponentially complicates what is meant by decolonization, and by solidarity,against settler colonial forces.
So, more fumbling through the concept of Black Indigeneity:
I've definitely seen push back on Twitter against the idea of Black settlers. Certainly a person of color who immigrates and settles in the US counts as a settler. But what about a person who is enslaved, brought to the US, and then later freed?
The settler, ifknown by his actions and how he justifies them, sees himself as holding dominion over the earth and its flora and fauna, as the anthropocentric normal, and as more developed, more human, more deserving than other groups or species.The settler is making anew "home"andthat home is rooted in a homesteading worldview where the wild land and wild people were made for his benefit.He can only make his identity as a settler by making the land produce, and produce excessively, because "civilization" is definedas production in excess of the "natural" world (i.e. in excess of the sustainable production already present in the Indigenous world). In order for excess production, he needs excess labor, which he cannot provide himself. The chattel slave serves as that excess labor,labor that can never be paid because payment would have to be in the form of property (land). The settler's wealth is land, or a fungible version of it, and so payment for labor is impossible.6The settler positions himself as both superiorand normal; the settler is natural, whereas the Indigenous inhabitant and the chattel slave are unnatural, even supernatural.
What should we call a syllabus that teaches this? Would it be a decolonized(ing) syllabus? Or would it be better to call it anti-colonial?