Seventeenth International Conference on New Directions in the Humanities

Abstract

This study discusses a taxonomy of engaged learning that i) places student voices at the center; ii) cultivates learners’ intrinsic motivation and transformational resistance; iii) implements an inclusive and culturally relevant pedagogy; iv) fosters community engagement, and; v) supports building trust. Our recent work has been focused on developing critical consciousness among learners, so they can question our historical and social position and view the world through a problem-posing lens. The Freirean-inspired pedagogical approach we adopt invites us to think of the large-scale socioeconomic and political implications that our actions have across national boundaries, and to understand the kind of agency we can exercise to enact change. Inspired by the ideas of building learning communities and transcending the limits of traditionally conceived learning spaces, we are committed to design and implement a curriculum that examines theoretical matters through praxis, personalized learning and social justice oriented projects. This model provides learners with a forum for practice of the content learned in real-life environments, enhances engagement and increases transformational resistance. Using the Freirian critical consciousness in collaboration with learners to channel resistance throughout the continuum of engagement creates a learning community that is transformative and thinks together. Case studies of transformational resistance and together thinking will be shared with the audience and examined in light of attendees’ experiences with respect to student engagement. Attendees will be invited to reflect on how ‘resistance’ manifests in their teaching/learning settings, and how together thinking might look like in their disciplines and educational environments.