Teach The Teacher

This course is designed for educators seeking to integrate NormLabs into their teaching practices. Participants will learn the fundamental principles of NormLabs—interactive learning environments that facilitate collaborative problem-solving and critical thinking among students.

Course information

Klick here to Download the Study Gudie

Kumashiro, K. (2000). Toward a Theory of Anti-Oppressive Education. American Educational Research Association,. 70(1),. 25-53. http://dx.doi.org/10.3102/00346543070001025 

Einhellig, K., Gryskiewicz, C., & Hummel, F. (2016). Social justice in nursing education: leap into action. J Nurs Care, 5(374), 2167-1168.

Hatcher, A., de Wet, J., Bonell, C. P., Strange, V., Phetla, G., Proynk, P. M., ... & Hargreaves, J. R. (2011). Promoting critical consciousness and social mobilization in HIV/AIDS programmes: lessons and curricular tools from a South African intervention. Health Education Research, 26(3), 542-555.

Nye, Caitlin M. MSN; Tengelin, Ellinor PhD; Somayaji, Darryl PhD. Developing a Theory of Norm-Criticism in Nursing Education. Advances in Nursing Science 46(2):p E66-E79, April/June 2023. | DOI: 10.1097/ANS.0000000000000440

Phase 1: Normwalk

Carry out a “norm-walk”. The “norm-walk” entails taking a walk in a location of your choosing. The exercise entails identifying norms that exclude or include certain individuals or groups. The setting can be where you live, work, work out, where you do your grocery shop, or any other location.

 

In your exploration of norms use the perspective of norms that are presented in the literature or other sources that elaborate on norms.

 

What norms can you observe? Are they explicit or more subtle? What impact do they appear to have? Do they impact you or anyone else? Reflect on how norms may affect your practice.

 

Do not forget to document your observed norms by photo, film or drawing or other creative way!

Phase 2: Reflection on your Teaching

Start this phase by look at this short lectures:

https://www.youtube.com/watch?v=18zvlz5CxPE

Do the “Teflon test.” This test is for your eyes only. This is a tool for reflection about your own privileges and which areas you need to gain more knowledge about.

Reflect upon the following questions:

· Q1: Reflect upon the course literature in relation to the lectures and how it can be problematized?

· Q2: Reflect upon your own privilege and how they can influence your teaching?

· Q3: Reflect upon your gained understanding of privileges and how you can incorporate them into your teaching?

 

Summarize your reflections of Q1, Q2, and Q3 and create a norm-creative poster.

Phase 3: Write a norm-creative conclusive essay

Write a paper in the form of an essay, based on your ”norm-walk”, where you discuss different norms, power and otherization. Make an analysis of how exclusionary norms can affect your teaching and your role as a teacher. An essay is a more personal presentation than a purely fact-based text. Usually the content is scientific, philosophical, or cultural. Reading an essay should provide facts about a certain topic, but above all it should be possible to read in the text what the writer thinks, and the essay should give the subject and the reader new perspectives. It is your own reflection, based on the content of the course, that will drive the course forward. In the essay you shall include a reflection about norms and social sustainability.

 

Sections of the essay:

Introduction

The essay shall have an introductory problematization of your chosen area, be illustrated with a photograph, film or drawing from your “norm-walk”.

Analysis

The next step is deepening where you analyze your topic with help from different sources course literature, fiction, news media or scientific articles.

Conclusion

The last part of the essay is the conclusion.

 

Formality:

The essay should be 3-5 pages, including references. Use: Times New Roma, 12 points with 1,5 lines spacing.

Turn in the Assigment here:

Or send in to ivan-andres.castillo@hv.se

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