Author Archives: Matthew Williams
Boys, Girls, and Experience in the Classroom
Dialogue is incredibly potent in terms of being able to open a productive space to work in simply because “difference” produces raw material to work with.
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A quote on my mind the past couple months…
…at no matter what risk.
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Nailing THE question right on the head.
And yet…this is the question that I fear we often forget to ask.
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Disembodied Discourse and the Failure of Internet Discussion
Asynchronous and electronically mediated communication can be dialogic if and only if we have habits of interaction that compel us to see and understand that bodies are involved even in online textual interaction. This, then, becomes an educational problem, and one in which education in the past 50 years has shied away from in order to focus on curriculum and content instead of habits of interaction.
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Thoughts to think about at the end of one semester and the beginning of another
What is important? Why do we stay up night worrying?
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Poor Professor Higgins Indeed
“The ultimate goal of assessment, then, is to make visible the relative social positions and statuses of all engaged in education, from taxpayers to legislators to teachers to students.”
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Notes on the search for the student text
In other words, the way we talk about and enact the project of education not only defines who and what the student-subject is, but also enables the student to perform productively within the classroom. It is through this reflexive relationship between educational discourse and student-subject identity that the meaning of education is created, controlled, and potentially transformed.
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Textbooks in the classroom: a few thoughts.
A few harmless thoughts on what I like to think of as the “military-industrial complex of academia:” textbooks and their publishers.
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Five areas of attention for the next 50 years in education, educational research.
Five areas we should focus on for the next 50 years.
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The Job Market Myth
Simply put: what goes on in the classroom is a small, insignificant part of very large and complex equation that results in gainful employment upon leaving college.
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