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

Date
2015
Authors
Place-based WAC/WID Hui
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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?'
Keywords
place-based writing, writing across the curriculum, writing in the disciplines, Writing Intensive courses, scholarship of teaching and learning, writing 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
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.
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