Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37960

Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 12

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Item Summary

Title: Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 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 55 morewriting pedagogy
general education requirements
sense of place
educational context
identity
identity
challenge/solution
being local
hawaii
connection to land
land
man-made structures
history of a place
hawaiian students
genealogical ties
non-hawaiian students
kuleana
responsibility to land
commitment
engaged writing
waianae
maui
mountains
landscapes
visual narrative
land as narrative
rivers
birth canal
moolelo tours
storied places
wahi pana
movement
travel
geography
metaphorical meaning
literal meaning
moolelo
passion
textual relevance
geographic relevance
ontology of land
writing stories
local identity
hawaii identity
hawaii land
hawaii history
hawaiian students
genealogy
local students
responsibility
hawaiian stories
field trip
moolelo
natural history
geography

show less
Issue Date: 2015
Citation: Fujikane, Candace. 'Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: A lot of times when people talk about being local... they'll name stores and restaurants, shopping malls and theaters, schools, but they don't talk about land. I really asked [students] to pay close attention to land... I think they gained a kind of deeper understanding of a history that is much longer than these kinds of man-made structures on the land... For Hawaiian students it was more of this genealogical connectedness to places and for students who are not Hawaiian, a greater sense of their own kuleana or responsibility... I think engagement goes hand in hand with kuleana. If you feel like you have some kind of commitment or responsibility, the writing comes through in a much more engaged way. I work in Waiʻanae and there's a place where Maui was born in Lualualei... There are these mountains, and they say if you really look at the mountains, they look like thighs. And if you think about the river, it's like a birth canal. In different tours we've done, the land comes alive like that, where you see the moʻolelo being enacted and performed through the landscape. You see the moʻolelo taking place and unfolding as you're traveling geographically. Some of [these moʻolelo] can be read on a metaphorical level, but many of them are very literally about the stories that are unfolding along the landscape, and you have to pay attention to the land to understand those stories and for it to have that kind of special relevance for you. Passion comes into [one student's] writing in the way that she explores the moʻolelo from so many different angles, not just its textual relevance, but its geographical relevance. The land has its own ontology. Its writing its own story.
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 'Why do you think it is important that students in your classes engage with our place(s) through writing?'
Pages/Duration: Duration: 00:04:26
URI/DOI: http://hdl.handle.net/10125/37960
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Instructor: Candace Fujikane



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