Having skipped a number of meetings due to my extensive travelling this autumn, I feel the more so responsible staying on top of things/issues/points that have been covered in TACE. I’ll try to account for these in my following post. This one will be a reflection about last Monday’s meeting.
To start with, preparing for our own teaching activity was a great experience. The initial decision about the topic was rather quick. But it was followed with an intensive process of negotiating many points, not limited to term (though you cannot image how much time it took us to select the final ones that you saw on the slides).
More difficult was to build our own joint conceptual understanding of ethical assessment in a culturally diverse classroom (another term that we negotiated) and to demonstrate this complexity in a (hopefully) clear way to the colleagues in TACE. We also planned the activity as a decidedly unethical task (hopefully it was understandable to others, too =) in order to enable discussion of ethics of assessment and reflection of assessment practices from TACE colleagues.
Thank you everybody for your beautiful poems and the lively discussion!
Highly recommended read for those interested (in Finnish): Atjonen, P. (2007). Hyvä, paha arviointi [ Good, bad assessment]. Helsinki: Tammi.
Happy to hear any further feedback on the lecture and the practical activity, too.
I also enjoyed thoroughly the lecture on intersectionality, which was about a different complexity, and how various factors, all intertwined, create individual experiences, with all their privileges and vulnerabilities, building then a strong argument for considering them together.
I found the activity very fitting for illustrating what intersectionality is and its importance as a conceptual understanding of social justice, fairness, and, closer to our specific context, culturally diverse classroom.
Being a practical person, the first thing I thought about was how to adapt it for my context, and I found it rather easy to (perhaps, depending on who the learners are and how vulnerable they feel about some of their experiences, with modifications as to whether others could see people taking steps forward or back).