Academic journal article Human Architecture: Journal of the Sociology of Self-Knowledge

Teaching Transformation

Academic journal article Human Architecture: Journal of the Sociology of Self-Knowledge

Teaching Transformation

Article excerpt

The articles that appear in this issue of Human Architecture: Journal of the Sociology of Self-Knowledge reflect the diversity and richness of presentations at the 2008 Annual Conference on Teaching for Transformation organized by the Center for the Improvement of Teaching at UMass Boston.

Representing faculty across different disciplines, these essays reflect these teachers' creative and thoughtful pedagogical approaches, their focus on challenging and engaging learners, and their commitment to both excellence and inclusion.

This first effort in disseminating the proceedings of the CIT's annual conference in published form is meant to encourage contributors to further reflect on and enrich their presentations at the conference as well as to provide opportunities for those not attending the conference locally to benefit from its annual dialogues on teaching for transformation.

The title chosen for this volume, "Teaching Transformation"--one which will regularly appear in the CIT proceedings issues of Human Architecture--highlights a two-fold interest and commitment that the organizers and participants in the annual conference have commonly shared. One is to advance teaching as a venue for transformative pedagogical and social practices that empower students, faculty, and communities on and off-campus in favor of a deeper recognition and respect for diversity, inclusion, and social justice. However, by choosing the title we would also like to emphasize that in order to meet the first goal above, it is also important and necessary to see teaching and one's habits and styles of teaching as fluid and dynamic, and not static and established, habitus. To advance transformative teaching (and learning), it is necessary to continually transform our teaching and pedagogical approaches and help one another to do the same.

It is the above two-fold concern with teaching transformation that explains why the CIT has embarked on and continually holds annual conferences and series of workshops, forums, and seminars, where faculty and students continually come back to every year and regularly engage with one another to keep the conversations and practices flowing.

For this reason, it is important to also see this first effort in publishing the CIT's annual conference proceedings as one in which faculty from diverse disciplinary backgrounds share their ongoing reflections in order to receive and provide further feedback on the two-fold transformative process of teaching. We see this, what may hopefully be a regular CIT annual conference proceedings publishing effort, as another dynamic and ever expanding forum on teaching in addition to the good work faculty have done and will continue to engage in during the in-person conference meetings. The contents of Human Architecture are available freely online (http://www. …

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