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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 9 of 11
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10
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Instructor interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 10
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Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 8 of 13
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 6 of 11
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Geography at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question '(How) did this course change you as a person, as a writer, as a scholar, if at all?' ; Brief excerpt from interview: Since this class is specifically kind of more like political ecology and people in relationship to the environment, I think when hearing specific news stories you kind of take more of a critical approach to when you hear it. I think one of the most important things I learned was kind of how nature is pretty subjective in terms of how we define [it]. Everyone's definition of nature is different, even though we use the word a lot and so I think it's really important when you hear stories, for example conservation practices, and we tend to think of conservation practices in a really positive light and I don't think that's a bad thing, but it's also important to critically analyze how these conservation practices [might affect others]. If you're setting aside a piece of forest, are there people living there? Then you might be like making them homeless and they won't have their land, so I think a lot of times since right now we're into the whole sustainability-conservation thing, I think it's important, but I think it's also important to take a critical look at it and not just feel like oh 'conservation great, not conservation bad.' I think there's good stuff and bad stuff about both and you really need to look in order to make better policies and make sure that people don't get disenfranchised.
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Keyword:
challenge/solution; conservation; critical analysis; critical approaches; disenfranchisement; displacement; general education requirements; geography; homelessness; identity; kind of learning; land; nature; place-based writing; political ecology; reflection; scholarship of teaching and learning; seminar; sense of place; skills development; socialization; sustainability; textbook; writing across the curriculum; writing assignments; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/38067
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 14
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