Pedagogical Engagement Myths
This week's blog, the third in a series about embodiment, the senses, and accessible pedagogy, is going to focus on engagement and the many myths that are connected to engagement that assume a certain kind of embodied existence for the learner. To start I would like you to take a moment and reflect on what engagement looks like for you? I use the word look specifically here because so much discourse about engagement is connected to the visual which as we discussed last week gives a sort of primacy to the looking in eduspace that is exclusionary. So what does engagement look like? Does it look differently depending on if you are facilitating a learning space that is on-campus compared to on Zoom or Teams? Okay second question, and the better question: what does engagement feel like? In order to get away from the many myths that exist in pedagogical space about engagement I think the first thing we need to do is move away from look towards feel. That way we are not only focusing on ...