Please use this identifier to cite or link to this item:

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

Video Preview

ENG 470 GB 1.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 Size Format  
ENG 470 GB 1.mp4 22.44 MB MPEG-4 View/Open

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
Contributors:Henry, Jim (interviewer)
Borges, Ghialana (interviewee)
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
educational context
kinds of learning
sense of place
educational context
candace fujikane
art major
connections between disciplines
project-based learning
student-driven research
student-centered pedagogy
connection to a specific place
Writing Intensive courses
graduation requirements
self-motivated to take course
native hawaiian
area of focus
native hawaiian issues
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
art major
art tied to land
place-based project
writing-intensive requirement
native hawaiian issues
land struggle
common interests
hawaiian parent
hawaiian upbringing
show less
Date Issued: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
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: Student: Ghialana Borges

Please email if you need this content in ADA-compliant format.

This item is licensed under a Creative Commons License Creative Commons