Document Type
Conference Paper
Rights
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
Disciplines
*pedagogy
Abstract
Recognizing the world into which our students will emerge upon graduation, a world characterized by constant change, and our belief in the need to develop our students as “critical beings” (Barnett, 1997) and as “citizens capable of governing” (Giroux, 1997: 259), we embrace a critical pedagogy that is not just about theory (Dehler, Welsh & Lewis, 2004), but can also be implemented experientially in the classroom through the use of freehand drawing. With this as context, our aim in the classroom is to create a learning space where our students develop their capacity for critical self-reflection. As such, we use freehand drawing to: (a) facilitate our ability to “see” how we understand a topic and to “see” that there are multiple ways of understanding; (b) question and challenge theories, orthodoxies and truths considered common; (c) identify and scrutinize what are often tacit assumptions; and (d) ponder other possibilities.
DOI
https://doi.org/10.13140/RG.2.1.1494.8722
Recommended Citation
Donnelly, P.F. and Hogan J. (2011) Engaging Students in the Classroom: ‘How Do I Know What I Think Until I See What I Draw?’. American Political Science Association Annual Meeting. Seattle, WA, USA (September 2011).
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons
Publication Details
American Political Science Association Annual Meeting. Seattle, WA, USA (September 2011).