PhD Annual Review Meeting Prep, Questions for examiners - Coggle Diagram
Questions for examiners
The interdisciplinary course
- sounds like a fascinating and important initiative
- What types of learning have you observed?
- This is perhaps me prematurely delving into my research here, but what would you say are the main barriers against TL in such a course?
Pedagogy of death
- I enjoyed a fascinating paper you co-authored on the pedagogy of death, and how the phenomenon of dying and mortality can serve as fruitful for learning if supported appropriately with suitable care.
- One of the aspects of TL that I’ve given quite a bit of thought to, is the need to work hard to create the right conditions where students can share reflections on their experiences in meaningful ways, and how important it is, to not charge like a bull into a china shop if you like, by launching into potentially sensitive or troubling topics without building the necessary foundations.
-This is quite a big question, and I’m sure it will vary from context to context, but I was wondering whether you have any insights on how best to build those suitable conditions for entering into the types of conversations like death or, future societal collapse, let’s say.
Climate justice education
- I saw in another paper you co-authored, about climate justice education, and comparing the views of activists and teachers on the importance of climate justice education, and that many of the teacher participants were quite ambivalent about the idea of learning through activism…
- I think this relates closely to the paper by Winter (2017) and their interviews with academics at Plymouth and Brighton unis, who said they were concerned about the idea of ceding their objectivity and that TL for sustainability felt like propagandism to them.
- Another broad question, but from being involved in that research, did you get the sense that those feelings of ambivalence were more due to resisting the idea of political education, or more for having not really engaged with the idea of teachers as political activists? (see Gardner et al and activism)
Global vs local challenge
- you have written extensively on the dynamics of international relations and environmental governance.
- I was wondering, from your experience of researching these often highly complex and meta-phenomena, what insights has this given you for the challenge of navigating that challenge of think global-act local?
- And how do you try to avoid some of the barriers that might arise when students learn about these complex issues and feel that they are not a part of them or cannot influence them?
Groupthink, thanks for the prompt
- You mentioned the importance of avoiding groupthink mentality at the CRITIQUE event earlier in the academic year, and avoiding us vs them mentality.
- I suppose this is less of a question and more of a comment but I just wanted to thank you for this prompt, it’s something that I very much tried to work on with my tutees this last semester, on a sustainable development course that I tutores on, I tried to alert everyone to scenarios where we all agreed on things and it led to some really interesting discussions on where our views and values come from.
- So I just wanted to thank you for that piece of inspiration