If “democracy is a system of self-governance where governance is justified by consent of the governed,,” then are our educational institutions democratic? How about our classes? How about the online learning areas we set up for our students like the VLE?
Join this talk to discuss ways to create a democratic platform in online and blended learning. We will talk about shifts and tensions in teacher identity when we move to online spaces, our imagined audience and community building. Students are welcome to join the discussion!
This is my session abstract for a talk I will be giving at Goldsmiths tomorrow titled Going beyond humanizing online learning: Creating a democratic platform for and with our students.
The session is discussion based, so I am hoping to tackle this complex topic with the participants on the day and also here on this blog prior and after the event. The motivation for this talk comes from my recent reflections on Parker J. Palmer and bell hooks. I’ve started to think increasingly about democracy in education and how we might achieve that in online settings. We talk a lot about humanizing online courses, making it a social experience for both teachers and students, but we don’t talk much about how that social space is organised; we don’t talk much about the politics of it. I see a strong need to focus on that, especially to critique and improve our institutional learning spaces.
Palmer (2011) says:
“If students are to be well served and are to serve democracy well, we need to invite them into a lived engagement with democracy’s core concepts and values. There are at least two ways to do this: by engaging students in democratic processes within the classroom and the school and by involving them in the political dynamics of the larger community.”
So what are democracy’s core concepts and values? Well, there is civic responsibility. There is this expectation that you will be “a productive, responsible, caring and contributing member of society.” Palmer mentions many ways to achieve this but what struck me was his argument on creating democratic habits of the heart – the qualities we need to be able to “listen with an open mind” and “respond respectfully”:
- We must understand that we are all in this together.
- We must develop an appreciation of the value of otherness.
- We must cultivate the ability to hold tension in life-giving ways. (This is about turning a seemingly negative event into something positive.)
- We must generate a sense of personal voice and agency.
- We must strengthen our capacity to create community.
But there is a problem I observe in online spaces: even the most democratic educator, the most caring instructor, can easily shift to quite authoritative teaching methods and ways of being online, if he/she has limited understanding of possibilities. It is not uncommon for instructors to use online spaces to ask students to do things (“submit your assignment,” “book a slot for your one-on-one,” “read this book,” etc.). Students are expected to do things in a space that is designed for them but not with them. The learning space becomes a space that reflects institutional choices and preferences and personal tastes of course designers (I once knew an instructor who had purple background on her site because she liked the color) more than a communal one.
One of the reasons why this shift happens is the heavy emphasis on content. It is so much easier to deliver content online than to build an active and supportive learning community. A learning community open and responsive to diverse voices… a learning community that welcomes students as a whole person to the environment – real people. The former requires resources and tools, the latter requires commitment and care beyond all content.
In the talk, I will propose that the first step to democracy, to creating democratic habits of the heart, is by enabling open structures in learning (I draw from bell hooks and Parker Palmer on this). An open educator:
- makes the initial structures of working and/or studying explicit to students and open to discussion (imagine a teacher encouraging her students to comment on the syllabus, on the class activities and assignments);
- co-constructs the structures of working and/or studying with students (imagine modifying the assignments with the help of students; imagine students co-constructing a code of conduct for their online interactions);
- doesn’t confine education to a certain space and time (imagine learning “on the web and with the web,” with the public and for the public; imagine a teacher tweeting a resource to the class hashtag long after the course ends);
- centers education around dialogue (imagine a teacher using conversations with students as content to work with).
- recognizes the whole person in education (this is complex, but imagine a teacher making the emotional well-being of her students a priority, a lot more important than assessing in-class/for-class “performances.”)
Can our educational institutions be democratic when there is so much reliance on standardized tests, when we want to get accreditation for our programmes, when teachers have so much more power over their students on deciding how things should look like in the learning space, and how the learning should be organized? How can we help students “practice in real responsibility, real dialogue and real authority” (Palmer, 2011) despite institutional and curricular constraints? And how about the limitations of democracy as a system of governance? (Think about how the rule of majority can be a problem in educational settings.)
What do you think? Please join the discussion and let me know about your thoughts.