Rhetoric’s of grit and determination surround discourses of student resiliency. While grit is necessary to overcome inevitable obstacles on the road to success, it is quite dependent on agency. Those without the free will to choose their own fate face limits on their ability to be successful, regardless of their grit. This book encompasses reflections of the unique academic experiences of 50 low-income students of colour and highlights named supports – such as school, family, faith, and mentorship – that foster agency. Kundu emphasizes a gap in opportunity, not achievement, and reflects on how equitable learning and success can be given to all students, especially those who are underprivileged.
Compiled from a series of semi-structured interviews conducted in 2020 with tenured, pre-tenure, contingent faculty and postdoctoral fellows across the University of Toronto Mississauga, this “wish list” captures a snapshot of pedagogical techniques and changes desired by these instructors to facilitate equitable teaching, research, and policy around failure in higher education.
This “Wishlist” has been compiled from responses to a student survey distributed electronically at the University of Toronto Mississauga in Spring 2021. The survey, which solicited responses from students across disciplines and academic years, was composed of quantitative questions posed on a seven-point Likert scale, as well as qualitative open-response questions. Over 300 respondents from a wide range of disciplines engaged with the survey.
The power behind the screen: Educating competent technology users in the age of digitized inequality
Digital technologies are deeply embedded in social, economic, and political hegemonies both past and present. Understanding the power dynamics, inequalities, and oppressions at work in and through digital technologies stands as a precondition to educating fully literate, fully competent digital citizens and technology users. This article is situated within an area of overlap between digital literacy and digital competence; that is, it is situated at the overlap of functional and cognitive skills, pedagogy and policymaking. We argue that it is crucial to introduce students to the language and theoretical frameworks examining what power is and how it functions in order to empower students to critically engage with the tangled ethics and power structures attendant with digital technologies and their data.