Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37965

Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 14

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Item Summary

Title: Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 14
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 49 morewriting pedagogy
general education requirements
identity
educational context
kinds of learning
identity
sense of place
educational context
candace fujikane
mapping
art major
connections between disciplines
project-based learning
student-driven research
student-centered pedagogy
place
connection to a specific place
Writing Intensive courses
graduation requirements
self-motivated to take course
native hawaiian
passion
area of focus
native hawaiian issues
land
land struggles
pre-course student interests
student responding to instructor interests
native hawaiian knowledge base
hawaiian values
hawaiian language
hawaiian history
students upbringing
influences on learning
hauula
kahuku
art major
maps
art tied to land
place-based project
writing-intensive requirement
professor
passionate
native hawaiian issues
land struggle
common interests
hawaiian parent
hawaiian upbringing
haaula

show less
Issue Date: 2015
Citation: Borges, Ghialana. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 14.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: I know that [Candace] loves maps, and being an art major it just kind of clicked. It connected because the art that I do is really tied to land. I focus a lot on land struggle and land, and so I thought mapping is super cool. This class would give the freedom for us to choose a place that we are connected to and for the whole semester focus on that. Even though I'm an art major and I'm not an English major... [Candace] said it's fine... It's not required, I have all my Writing Intensive credits and everything... I just wanted to take this class for me. [Candace] is so passionate and she just loves what she does, and I love her area of focus on Native Hawaiian issues and land struggle, because it's everything that I'm interested in as well. My mom remarried when I was around five or six and my stepdad is Native Hawaiian, so I was kind of brought up with a Hawaiian knowledge base. Just Hawaiian values instilled in me, and so I always had kind of a passion and a connection to further studying the language, different issues in Hawaiian history, so that history and my upbringing has kind of been that influence on me. I'm from Hauʻula, like ten minutes from Kahuku.
Description: This item includes a segment of a student 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 did you take this course?'
Pages/Duration: Duration: 00:03:04
URI/DOI: http://hdl.handle.net/10125/37965
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Student: Ghialana Borges



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