Radical Scaffolding Against Critique Fatigue

Eva Boodman

Abstract


When using critical pedagogy in college classrooms, college students can sometimes experience critique fatigue -- a despondency that results from a saturation of analysis about experiences of oppression that they experience directly. This is especially the case when there is no creative outlet for political, emotional, or practical response to the critical course material built into the classroom activities. In this essay, I exlpore the idea of using scaffolding, a pedagogical technique where students help one another perform the tasks of the course "authonomously", as a way to mitigate critique fatigue. To get around the ableism and white supremacy of its more traditional iteration, though, I propose a "radical" form of scaffolding that supports students in setting and reaching their own learning goals through creative projects that engage topics most relevant to them.

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References


Beam, John C., Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Wiley, 2011.

Boudreau-Smith, Nicole, “A Principled Revolution in the Teaching of Writing”, English Journal, 106.5 (2017): 17-75.

Harney, Stefano, and Fred Moten, “The University and the Undercommons”, in The Undercommons: Fugitive Planning & Black Study. New York: Minor Compositions, 2013.

Wood, David, Jerome S. Bruner, and Gail Ross, “The Role of Tutoring in Problem Solving”, in the Journal of Child Psychology and Psychiatry, Vol. 17 (1976): 89-100.




DOI: https://doi.org/10.5195/rt.2019.669

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Copyright (c) 2019 Eva Boodman

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This journal is published by the University Library SystemUniversity of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press.


ISSN 1941-0832 (online)