Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37962

Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 10 of 12

Video Preview

ENG 470 CF Continental US Students.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 Continental US Students.mp427.33 MBMPEG-4View/Open

Item Summary

Title: Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 10 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 38 morewriting pedagogy
general education requirements
educational context
identity
socialization
continental u.s.
students from the continent
aloha aina
student engagement
cartographic problems
systems of belief
moolelo
religion
hawaiian independence
student-generated questions
interpretation
how literally do we interpret moolelo
nature
nature as first teacher
geometry
pi
native hawaiian practitioners
spirituality
levels of belief
multiple truths
student beliefs
comparative literature
comparing folklore
expanding student perspectives
paradoxes
continental students
belief system
religion
atheism
agnosticism
cultural beliefs
narrative truth
narrative paradox

show less
Issue Date: 2015
Citation: Fujikane, Candace. 'Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 10 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: It's a struggle for [continental U.S.] students, because they have to work harder at the idea of growing aloha ʻāina. [One such student, responding to a cartographic problem, said] 'a lot of the moʻolelo we study in class are faith-based. They're religious, based on a belief system that I cannot ascribe to... so I've been struggling up until this point to understand how to maintain my own belief system, which is I don't believe in religion, and how to reconcile that with these moʻolelo because I want to support Hawaiians. But I don't feel like I can fully support them until I find a way to reconcile this kind of disjuncture between my belief that religion is problematic and the ways that Hawaiian independence is based on these moʻolelo.' [Students] come up with very insightful kinds of questions. She was looking for that spirituality, but felt embarrassed about writing about it. She was saying 'I don't understand how people can say they're born from land,' so that was [her] bottom line. So we had a lot of discussion about that. [A native Hawaiian practitioner explained:] 'How do we learn the formula for pi? How do we learn geometry? We learn it by looking at nature... Nature is our first teacher.' You can have different levels of belief, but in this class, I want us to accept all of them as being true. All of them. Even if they don't agree with your own personal beliefs, we can say these are all true, and we find the composite of all of these stories and where they intersect and where they don't. You have to expand your mind to accept paradoxes.
Description: This item includes a segment of an 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 describing potential difficulties faced by students from the continental US.
Pages/Duration: Duration: 00:03:08
URI/DOI: http://hdl.handle.net/10125/37962
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.