Please use this identifier to cite or link to this item:

Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 12

Video Preview

ENG 470 CF 1.mp4

Not all videos support streaming previews. You will not be able to jump to portions of the video that have not been downloaded (progress shown as a yellow bar).

In cases where streaming is not supported, the full video will be loaded before playing. If your computer is capable of playing the video files, it may be advisable to download using the link below instead of trying to view it in your browser.

File SizeFormat 
ENG 470 CF 1.mp463.13 MBMPEG-4View/Open

Item Summary

Title: Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 12
Authors: Place-based WAC/WID Hui
Keywords: place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 60 morewriting pedagogy
general education requirements
educational context
sense of place
kind of learning
land ownership
hawaiian kingdom
social change
kuleana lands
course readers
radical cartography
storied places
wahi pana
epic literature
stories with strong female protagonists
reptilian water deities
hawaii island
moolelo touring
hawaiian homestead lands
different kinds of papers
different kinds of writing
aloha aina
writing to inspire change
personal significance of place
history of place
land ownership
mapping and social change
development projects
field trip
hawaiian homestead
writing genres
role of writer
past history
contemporary history
wind farms
wind energy

show less
Issue Date: 2015
Citation: Fujikane, Candace. 'Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: I wanted students to have the opportunity to write about a place that is significant to them. For many of us, we may grow up in Hawaiʻi, but we may have moved around a lot or we may not have had the opportunity to learn about the places where we live... Not just its current status but what it was like... how it was recorded in the moʻolelo, the stories or the histories. [The students] began with readings from a book called 'An Atlas of Radical Cartography' and it was to show them that mapping can be used to promote social change. The texts I chose were the ones that I really enjoy reading, so the epic tale of Hiʻiakaikapoliopele was like the cornerstone text. It was the one that really anchored the course because it brings together these beautiful moʻolelo of places and actually she does an entire circuit of Oʻahu... So students were bound to find a place on Oʻahu that they could write about. I asked them to do different writing assignments... I had them write different kinds of papers so they can engage in different kinds of writing, but part of what they're trying to develop through the course is a way of helping others to grow aloha ʻāina for these places. As a writer, your job is to grow that aloha ʻāina for your readers.
Description: This item includes a segment of an instructor interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'What elements of your syllabus and classroom plans reflect a place-based approach?'
Pages/Duration: Duration: 00:06:45
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Instructor: Candace Fujikane

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.