Creating a Contact Zone: Negotiating the Boundaries of an Urban Classroom

Autor/inn/en	Laywine, Nathaniel; Tanti, Melissa
Titel	Creating a Contact Zone: Negotiating the Boundaries of an Urban Classroom
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 40 (2018) 4, S.329-348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2018.1532746
Schlagwörter	Curriculum Development; Humanities; Liberal Arts; Urban Schools; Higher Education; Cultural Pluralism; Community Involvement; Inquiry; College Students; Self Concept; Citizenship Education; Citizen Participation; Interdisciplinary Approach; Foreign Countries; Neoliberalism; Political Issues; Canada (Toronto) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geisteswissenschaften; Humanwissenschaften; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kulturpluralismus; Collegestudent; Selbstkonzept; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Neo-liberalism; Neoliberalismus; Politischer Faktor
Abstract	In this article, the authors examine the potential in developing a model of curriculum design for Humanities/Liberal Arts courses in urban universities that focuses on cultural pluralism, community organizing, and collective inquiry as a means to foster university students' self-development and self-understanding as citizens, and active participants within the city. Their community-engaged approach arose as a response to the pedagogical and ethical complexities we faced as course lecturers teaching at the downtown campus of Ryerson University, which is situated in the heart of the city in Toronto, Canada. At Ryerson, they codeveloped the syllabus for, and cotaught, a first-year course in the Faculty of Art's interdisciplinary program, Arts and Contemporary Studies. They designed the course, "Introduction to the Humanities" with specific emphasis on integrating the experiences of the Toronto multicultural landscape into the classroom. In this paper, the authors reflect on two separate attempts to move learning outside the humanities classroom and into the city itself. They begin by discussing their experiences in the classroom and the perceived incommensurability between their roles as educators teaching the importance of civic engagement and the space of the classroom as separate or isolated from the rest of the city. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01