Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 1 of 11

Place-based WAC/WID Hui
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Brief excerpt from interview: Nearly all of my classroom plans and syllabus reflect a place-based approach... From the beginning, [students] understand that the land they are on is Hawaiian land and that the university has benefitted, in part, from land dispossession that happened before they came here. There are ways that indigenous issues surround us but are made to be invisible. I feel that beginning with looking at a perspective of looking at Hawaii through Hawaiian eyes gives students perhaps more sensitivity to looking at or finding out about indigenous histories in other places in the United States and globally. Once their eyes are sort of open to this, the idea that these indigenous histories have been suppressed and these indigenous issues have continued to be suppressed in the greater public dialogue, they become more aware and want to know more.
This item includes a segment of an instructor interview in a Writing Intensive course in American Studies 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?'
place-based writing, writing across the curriculum, writing in the disciplines, Writing Intensive courses, scholarship of teaching and learning, writing pedagogy, general education requirements, sense of place, educational context, kind of learning, identity, heritage, university relationship with land, indigenous studies, land rights
McDougall, Brandy Nālani. 'Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 1 of 11.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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