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:
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. The summary will be used in the next phase of the course.
Phase 3: Norm-creative digital poster
Create a norm-creative digital poster, based on your norm-walk (phase one) and the summary of your reflective questions (phase two).
The digital-poster should also elaborate on how exclusionary norms, power, and/or otherization can affect your teaching and how this relates to social sustainability.
Turn in the Assigment here:
Or send in to ivan-andres.castillo@hv.se
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