Positionality and Reflexivity Activities
Submitted by Dr. Laila Ferreira, Assistant Professor of Teaching, School of Journalism, Writing, and Media, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Context The Positionality and Reflexivity activities are part of a scaffolded approach to positionality in a required first-year scholarly writing and research course (WRDS 150). Throughout the term students would have engaged […]
Self-Location Reflection
Submitted by Lillian Ghorbani, Undergraduate Academic Assistant, Department of Political Science, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Purpose Emphasizes who we are and how our lived experiences, values, identities, and social contexts shape how we interpret, contribute to, and engage with academic work. This reflective practice recognizes students as knowledge holders and […]
Citation Justice
Submitted by Dr. Laila Ferreira, Assistant Professor of Teaching, School of Journalism, Writing, and Media, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Context This worksheet and related classroom activities are part of a scaffolded approach to citation in a required first-year scholarly writing and […]
Young et al. (2011). Introduction: Code-meshing as world English.
Young, Matinez, and Naviaux introduce the concept of code-meshing as a means of linguistic inclusion in academic and professional spaces. They critique traditional code-switching, which pressures students from minoritized backgrounds to conform to standard English in formal settings. Instead, they advocate for code-meshing, which “operates on a continuum, promoting linguistic equality through the blending of […]
Young et al. (2018). Code-meshing, code switching, and African American literacy.
Young, Barret, Young-Rivera and Lovejoy challenge the use of code-switching in classrooms serving African American English (AAE) speakers, arguing it reinforces linguistic inequality. Instead, they propose code-meshing—the blending of language varieties in formal writing—as a more equitable alternative. While code-switching tells “students that the way they speak is inappropriate for settings of prestige and learning,” […]
Justice, D.H. (2024). Teaching philosophy.
Daniel Heath Justice’s teaching philosophy outlines his pedagogical approach as rooted in humility, relationality, and critical engagement with stories. Justice positions teaching as a reciprocal act of learning, noting, “what I learn from the experience” is what he finds most satisfying about teaching (para. 1). Influenced by transformative educators who rejected “the false comfort of […]
Kovach, M. (2021). Indigenous methodologies: Characteristics, conversations, and contexts.
In her book, Indigenous Methodologies, Margaret Kovach presents a reflective and practical guide to conducting research grounded in Indigenous epistemologies. Kovach weaves analytical, narrative, and experiential modes of writing to frame Indigenous methodologies as “a moral ethos” and “a social justice imperative that impacts Indigenous people” (p. 11). She writes from a Nêhiyaw perspective, emphasizing that “upholding […]