Group Work Reflection
Submitted by: Lillian Ghorbani, Undergraduate Academic Assistant, Department of Political Science, Faculty of Arts, UBC Vancouver. Jasmine Manango, Undergraduate Academic Assistant, Institute for Gender, Race, and Social Justice, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Purpose This reflective activity invites students to examine how groupwork was framed, how roles and responsibilities were distributed, and how these factors […]
Davidson, S. F., & Davidson, R. (2018). Potlatch as Pedagogy: Learning through Ceremony.
Sara Florence Davidson and her father, Robert Davidson, invite readers into a deeply personal and intergenerational narrative grounded in Haida pedagogy. By blending personal storytelling with cultural teachings, their book highlights that learning is relational, ceremonial, and embedded in place and history. Davidson reflects on the ways knowledge is passed down through family, art, and […]
Coppola, B. P. (2015). Do real work, not homework.
Coppola argues for the design of authentic learning activities that mirror “the ordinary practices of the [disciplinary] culture” (Herrington, cited in Coppola, 2015, p. 205). These activities reflect how knowledge is produced, communicated, and negotiated in real-world disciplinary contexts. He contrasts these with decontextualized “school work”, which he critiques for promoting algorithmic, rote learning that […]
Behizadeh, N. (2019). Aiming for authenticity: Successes and struggles of an attempt to increase authenticity in writing.
Behizadeh explores the significance of authenticity in writing instruction through a qualitative, design-based research study conducted in an eighth-grade urban public middle school. Drawing on student surveys, interviews, teacher interviews, and classroom observations, Behizadeh examined how writing assignments can be made more authentic by aligning them with students’ cultural and linguistic backgrounds, lived experiences, and […]
Barnes, M. E., & Coffey, H. (2021). Empowerment through rejection: Challenging divisions between traditional, authentic and critical writing pedagogy.
Barnes and Coffey explore how embedding authentic writing instruction within a Critical Service Learning (CSL) framework can both empower and complicate students’ growth as writers and community actors. CSL challenges students to investigate “how systems and institutions sustain injustices and determine how these systems might be dismantled” (p. 315). Unlike traditional service-learning, which can unintentionally position […]