Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 1 of 12

Place-based WAC/WID Hui
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Brief excerpt from interview: We've been very deliberately defining culture in broad terms. I want [students] to think much more broadly as far as culture goes. We've been talking a lot about national identity, about regional identity, about what it means to be from a certain area, from a certain place. Where do you learn these things? Where does regional identity come from? How do you learn what it means to be Hawaiian, or what it means to be Filipino, or what it means to be any of those things? The entire course is about different aspects of culture, but to the extent we keep grounding it in this experience of being - culture as being shared by people of a certain place.
This item includes a segment of an instructor interview in a Writing Intensive course in Communicology 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, kind of learning, educational context, socialization, identity, regional identity, culture, ethnicity, national identity, learning, hawaiian, filipino, experience, shared culture, place
Gasiorek, Jessica. 'Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 1 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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