As usual, "Wow Martin!" You've outlined a strong case for expanding
the notion of ECAC in ways that make it essential to all connections
beyond the classroom that networked technologies enable. Of course I
like thinking of myself and my colleagues as pushing crowding
borders: let's push against the types of "texts" that count for
students and faculty; let's push against the kinds of institutions
that work and talk to each other; let's blur the bright lines of
disciplinary domains; let's, by all means, blur and carefully
describe the actants and agents that/who make these border crossings
possible. We potentially have a large part to play in institutions
who apparently want to play interdisciplinary games. I have a
question as a result and a warning of sorts.
Question set:
How does one place themselves in position to make this "strong case"
in and between institutions? Do we just start doing projects and work
up and out from there? Are there other strategies?
Warning:
The two human agents who have the most to loose by engaging in these
exciting projects are students and new, young faculty who are often
obligated to adhear to disciplinary standards that can be remarkably
inflexible. In reverse order, what do you say to young colleagues and
graduate students in this regard?
Students are at risk as well. Every time we introduce new
technologies, new pedagogies, and in this case, new theories and
practices into our classes; we are essentially setting up
experimental and unproven classroom practices. In that case, don't we
owe it to our students to make them aware and active participants in
these experimental efforts and perhaps give them a chance to opt out?
I'm not claiming that the folks you mentioned don't already do this.
I worry a bit about encouraging colleagues to introduce
WACy/CACy/ECACy activities into their classes without also suggesting
that they engage their students (to some extent) as co-investigators
in these efforts.
Dickie Selfe
Visiting Professor
Clemson University
516 Stode Tower
Clemson, SC 29631
864-656-5418 (wk)
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