The Teaching and Learning Innovation Digest - May 2023
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
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References<br />
Downes, S., <strong>and</strong> Römhild, J. (2022). P<strong>and</strong>emic fiction as therapeutic play: <strong>The</strong> New York Times<br />
Magazine’s <strong>The</strong> Decameron Project (2020). <strong>The</strong>sis Eleven, 169(1), 45–61.<br />
https://doi.org/10.1177/07255136211069417<br />
MacNaughton, G. (2009). Doing Foucault in early childhood studies: Applying post structural ideas.<br />
Routledge.<br />
Phelan, A.M., Hansen, D.R. Toward a “thoughtful lightness”: Education in viral times. Prospects 51,<br />
15–27 (2021). https://doi.org/10.1007/s11125-020-09536-4<br />
In this re/TURN…<br />
We are heartened to re-imagine <strong>and</strong> re-define our learning spaces<br />
Historically fraught with production<br />
Defined by predetermined st<strong>and</strong>ards <strong>and</strong> syllabuses<br />
Too much content<br />
Too little time<br />
Charged with neo-liberal <strong>and</strong> colonial intentionality<br />
Consumed by the “doing”, “the getting done”, “the outcome”<br />
We are invited to read Foucault, Winnicott, <strong>and</strong> Agamben<br />
Inspired to bring to question discursively <strong>and</strong> materially the characteristics that define our<br />
learning spaces<br />
We are compelled to reflect on our relations<br />
Dynamics created <strong>and</strong> unleashed<br />
Aspiring to create more equitable learning spaces<br />
Re-defining our way of being together<br />
We are encouraged to give rise to politically charged discourse that challenge the status quo<br />
Struggling to find comfort in the tensions that come from disruption<br />
Marah<br />
74<br />
Drawn to create what Foucault <strong>and</strong> Agamben refer to as “counter spaces” or “zones of distinction”<br />
that bring a “playful <strong>and</strong> lightness” to discourse (Phelan <strong>and</strong> Russelbaek, 2021)<br />
Discursively <strong>and</strong> materially, we bring to question the underlying intentionality of our engagements<br />
Compelled to consider what is known <strong>and</strong> practiced, what is unknown <strong>and</strong> what can be imagined<br />
Watching our steps, moving forward, backward, always in a place of learning, evolving with pause<br />
<strong>and</strong> reflection<br />
Unsettled<br />
Pauline<br />
Submission Material 75
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