Thinking about individuals, context, and institutions as enablement and constraint

The following contains a copy of themes, questions, and provocations from the Summer 2021 STS as Critical Pedagogy Workshopping. The bulletted list contains some thoughts from prior sessions of these workshops that overlap with our groups presentations on June 23rd. Group members included Marisa Brandt, Kate Sheppard Sean Ferguson (memo author),  Anna Geltzer, and Kari Zacharias
  • what is the role of opt-in vs. mandatory courses on the support for critical STS?
  • How does accreditation act as powerful support for our work, but also enforcing a framework of evaluation that might also undermine the work?
  • How can we start establishing stronger boundary object or discursive artifacts that are shared/vetted/mutually supported that can reshape how we make stronger cases for ourselves, peers, colleagues
  • How do we tap into external validation mechanisms like alumni, external exposure from popular media, or ???
  • Are you in a location where you are invited to provide non-core learning but then are excluded by disciplinary boundaries from being part of core curriculum elements? Does that make for a tenuous or liberating experience?
  • I want more thinking on this sense of providing meaning and energy to education. Are we supposed to be making folks care or supporting caring about X?
  • What do we share as part of institutionally bounded individuals that can be pieced together to make for broad claims of best practices, shared challenges, models for curriculum improvement, or institutional reform?


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