This event is part of series:
Journal Club Topic:
Training students to become experts is a central goal of higher education -- but what does expertise entail, how do we recognize it in our respective fields, and how do we perform it? Is it possible to teach and convey expertise without radiating authority, and what choices do we make every day to come across as competent in academia?
The readings selected below discuss this topic from different perspectives: experiences of performing "physicist” by academics who are “othered” in their workplace, practicing epistemic disobedience in teacher education, and students conceptions about the place of diversity discussions in physics class.
During the session, there will be time to share reflections on both the readings and your own experiences.
Ramirez, C. C. (2021). Epistemic Disobedience and Grief in Academia. Education Sciences.DOI:10.3390/educsci11090477 -- LINK
Domínguez, M (2020). Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education. Journal of Teacher Education,72; pp. 551 - 563. DOI:10.1177/0022487120978152 -- LINK
Daane, A. R., & Sawtelle, V (2016). Student discourse about equity in an introductory college physics course. Paper presented at the Physics Education Research Conference 2016, Sacramento, CA, July 20-21, 2016 -- LINK
*The first reading (Ramirez) gives good context for understanding the topic, but can be skimmed if you are pressed for time in favor of fully reading the deeper dive into what epistemic disobedience might look like in the classroom, in the other two readings.