From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning
This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Calgary
2021-09-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68579 |
| _version_ | 1818902698837147648 |
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| author | M'Balia Thomas Marta Carvajal Regidor |
| author_facet | M'Balia Thomas Marta Carvajal Regidor |
| author_sort | M'Balia Thomas |
| collection | DOAJ |
| description | This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar’s instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semi-structured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all. |
| first_indexed | 2024-12-19T20:39:47Z |
| format | Article |
| id | doaj.art-455f62d67da745a4918b3fde04c9b002 |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-12-19T20:39:47Z |
| publishDate | 2021-09-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-455f62d67da745a4918b3fde04c9b0022022-12-21T20:06:26ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872021-09-019210.20343/teachlearninqu.9.2.12From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student LearningM'Balia Thomas0Marta Carvajal Regidor1The University of KansasThe University of kansasThis paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar’s instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semi-structured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all.https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68579contemplative pedagogiesstudent learninggraduate educationslow movementteaching English to speakers of other languages (TESOL) |
| spellingShingle | M'Balia Thomas Marta Carvajal Regidor From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning Teaching & Learning Inquiry: The ISSOTL Journal contemplative pedagogies student learning graduate education slow movement teaching English to speakers of other languages (TESOL) |
| title | From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning |
| title_full | From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning |
| title_fullStr | From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning |
| title_full_unstemmed | From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning |
| title_short | From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning |
| title_sort | from slow to being lazy and slowing down and the impact on student learning |
| topic | contemplative pedagogies student learning graduate education slow movement teaching English to speakers of other languages (TESOL) |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68579 |
| work_keys_str_mv | AT mbaliathomas fromslowtobeinglazyandslowingdownandtheimpactonstudentlearning AT martacarvajalregidor fromslowtobeinglazyandslowingdownandtheimpactonstudentlearning |