• "Teaching Embodiment through Technology"

    Author(s):
    Marzieh Kaivanara, Leah Zani
    Editor(s):
    Roopika Risam
    Date:
    2020
    Subject(s):
    Identity (Psychology), Evaluation, Race
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Intersectionality, DPih Course Material or learning objects, Scaffolded, Reflection, In-class activity, Access, Digital pedagogy, Identity, Assessment, Gender
    Permanent URL:
    http://dx.doi.org/10.17613/syv1-5v55
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Leah Zani and Marzieh Kaivanara’s modular assignment sequence asks students to think critically about the technologized body. Their goal for this sequence is to encourage students to understand their own bodies in relation to technology and power. They begin the assignment with theoretical discussions of race, gender, and other facets of identity. Students participate in activities intended to connect them with their own bodies and supplement their understanding of embodiment. Then, Zani and Kaivanara introduce students to scholarship on technological embodiment. Finally, the class collectively analyzes images of technologized bodies sourced by students. Zani and Kaivanara then ask their students to consider their own use of bodily technologies, from glasses to cavities to wearable activity monitors. Instructors can directly implement or adapt Zani and Kaivanara’s assignment to create space for critical reflection on the relationship between gender, ability, and technology.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial-ShareAlike

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