Contextual issues (including digital tech and media)
Popular culture is “of the devil” |
Popular culture is irrelevant and trivial |
Popular culture might be interesting in some arcane discourses in cultural studies |
Popular culture is a source of meaning-making, drawn upon regularly within critical discourses |
Popular culture is a source not only of critical engagement, but of promulgation of learning and research |
Digital tech strictly avoided |
Digital tech used instrumentally (lectures broadcast, for instance) in search of more credit hours for financial reasons |
Digital tech used to create limited access to otherwise isolated students, emphasis on creating access, early adopters do all of the adaptations |
Digital tech begins to permeate learning structures, enabling collaboration across diverse contexts and constitutencies, institution invests heavily in faculty learning |
Digital tech a key form of new media literacy that permeates all learning structures as appropriate |
Cultural contexts of students deemed problematic and often leading to “syncretism” |
Cultural contexts of students mostly irrelevant to learning |
Cultural contexts of students important to take seriously in learning for effective outcomes |
"Cultural contextualization” a key element of learning and teaching |
Cultural contextualization is not only a key element of learning and teaching, but thoroughly embedded in theological method and process |
Racism not perceived as an issue |
Racism perceived as an issue only for people of color |
Faculty urged to provide support for multi-cultural content in courses |
Institutions begin to recognize the distinctions between “multi-cultural” and “anti-racist” learning, and implement strategies in support of anti-racism |
White learners/educators pursue a stance of “aggressive humility” and educators/learners of other cultural contexts become lead educators |
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