Education, Literacy, and Justice

  Class notes: https://docs.google.com/document/d/1ceTQg6PZh3IPKqfmVXkmgaeCUUEBpOzRKk1w13bgE9Y/edit I felt a little tired jotting down my reflective summary from the previous session, especially since a lot of the points had to be repeated from the classroom notes. I realise I can play around with the format of writing and summarising a little bit. Since the class notes will already convey what I’m broadly doing in the session, the blog post can begin directly with the reflection. If anyone wants to know what I did in the session, do go through the notes--although, to be honest, it doesn’t always go exaaaaactly as planned.  Anyway. Here are some thoughts and feelings: I started the session by addressing a few ‘practical’ concerns (anxiety, distractedness, screen exhaustion) that had been brought up through the writing exercise in the previous session. I felt an odd discomfort while doing this, especially using the word ‘practical’ (as distinct from the philosophical or theoret...

  Class Notes:  https://docs.google.com/document/d/13gir6zDKbQb12pWFtEtcKmdZ_f8mDz1ENT16cCn7w_0/edit I felt a tinge of anxiety before beginning the third session. My voice was down, I had been advised to use it softly, and I was worried it would lower my performance energy thus making the session a little more disengaging. However, as soon as class began, a strange rush filled me up--the worry of ‘under-performing’ was quickly replaced by the promise of taking a new class.  (Note for future post: write on the uses of ‘voice’ in the classroom)  Class started. I requested students to turn on their videos if possible, but had to disappointedly accept that not everyone could (owing to internet problems) or...wanted to. There’s a larger debate happening on whether students should mandatorily have their videos turned on (unless the internet or home situation makes it impossible) or whether it should be up to the student to decide. Those in favour of making it mandatory hav...