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"What makes this so complicated?" On the value of disorienting dilemmas in language instruction
|Title:||"What makes this so complicated?" On the value of disorienting dilemmas in language instruction|
|Date Issued:||01 Jan 2017|
|Citation:||Crane, C., Fingerhuth, M., Huenlich, D. (2017). "What makes this so complicated?" On the value of disorienting dilemmas in language instruction. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 227-252. http://hdl.handle.net/102015/69772|
|Abstract:||This contribution considers how challenging moments arising in social pedagogies|
can serve as powerful learning opportunities for learners and teachers.
Drawing on transformative learning theory (Johnson, 2015; Mezirow,
1994, 1997), which sees “disorienting dilemmas” as catalysts for reflection
and changes in viewpoint, the study chronicles the experiences of four participants
(coordinator, pedagogical designer, teacher, and student) involved in a
“Reacting to the Past” game (Carnes, 2014) on German–Comanche relationships
in 1847 Texas, a game that was planned for—but ultimately not carried
out in—a collegiate intermediate German course. Although the game was successfully
played in previous semesters, in fall 2015, a formal complaint was
issued shortly before it was to be performed in class. The game was cancelled;
in its place teachers discussed the content material with students and problematized
the activity itself. This chapter describes how the four participant
groups responded to this crisis moment and discussed the multifaceted, interconnected
learning opportunities that “disorienting dilemmas” in social pedagogies
can result in.
|Appears in Collections:||
2017 ENGAGING THE WORLD: SOCIAL PEDAGOGIES AND LANGUAGE LEARNING|
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