John's Big Moka: Student Resistance and Democratic Citizenship
In a reflective essay about experiential learning in the classroom, the author discusses a spontaneous student protest movement and how embracing student resistance as engagement can enhance the learning experience and foster a critical pedagogy. Students in an anthropology class attempted to organi...
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| Veröffentlicht in: | Journal on excellence in college teaching 2008, Vol.19 (1), p.37 |
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| container_title | Journal on excellence in college teaching |
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| creator | Mihelich, John |
| description | In a reflective essay about experiential learning in the classroom, the author discusses a spontaneous student protest movement and how embracing student resistance as engagement can enhance the learning experience and foster a critical pedagogy. Students in an anthropology class attempted to organize a boycott of a scheduled quiz and, in doing so, learned about political organization, leadership, and conflict through experience. More importantly, they gained insight about their own power as agents of change. The article concludes by encouraging others to pose opportunities for students to develop and practice their democratic civic skills by embracing organic and spontaneous learning and teaching moments. |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 1052-4800 |
| ispartof | Journal on excellence in college teaching, 2008, Vol.19 (1), p.37 |
| issn | 1052-4800 |
| language | eng |
| recordid | cdi_eric_primary_EJ894368 |
| source | Alma/SFX Local Collection |
| subjects | Activism Anthropology Civics College Students Computer Mediated Communication Conflict Critical Theory Democracy Discussion (Teaching Technique) Experiential Learning Gender Issues Leadership Learning Experience Political Issues Relevance (Education) Resistance (Psychology) Student Behavior Student Evaluation |
| title | John's Big Moka: Student Resistance and Democratic Citizenship |
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