"The Stories We Tell Ourselves Shape Our Identities": Journals in a Plague Year

Autor/in	Jervis, Kathe
Titel	"The Stories We Tell Ourselves Shape Our Identities": Journals in a Plague Year
Quelle	In: Schools: Studies in Education, 20 (2023) 1, S.25-51 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
DOI	10.1086/724405
Schlagwörter	COVID-19; Pandemics; Distance Education; Introductory Courses; History Instruction; Graduate Students; Teaching Assistants; Self Concept; Art History; College Faculty; Journal Writing; Content Analysis; Videoconferencing; Assignments; Student Attitudes; Course Content; Cultural Differences; Teaching Methods; Cultural Awareness; Course Descriptions; Undergraduate Students + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Einführungskurs; History lessons; Geschichtsunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Selbstkonzept; History of art; History of arts; Kunstgeschichte; Fakultät; Zeitschriftenaufsatz; Inhaltsanalyse; Assignment; Auftrag; Zuweisung; Schülerverhalten; Kursprogramm; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Kursstrukturplan
Abstract	The author--in the role of one teacher observing another--documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01