Teaching Group Facilitation Processes in the Feminist Classroom: From Poststructuralist Theory to Activist Practice

2006 ◽  
Vol 12 (9) ◽  
pp. 331-338
Author(s):  
Lekkie Hopkins
Keyword(s):  
Group Facilitation ◽  
Teaching Group ◽  
Poststructuralist Theory

scholarly journals Group Facilitation on Societal Disruption and Collapse: Insights from Deep Adaptation

2021 ◽  
Vol 13 (11) ◽  
pp. 6280
Author(s):  
Jem Bendell ◽  
Katie Carr
Keyword(s):  
Climate Change ◽  
Environmental Degradation ◽  
First Person ◽  
Group Facilitation ◽  
Environmental Destruction ◽  
Difficult Conversations ◽  
Radical Uncertainty ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts

This article synthesises the practice and rationale behind ways of facilitating gatherings on topics of societal disruption and collapse, which is argued to be useful for lessening damaging responses. The authors draw on first-person inquiry as facilitators of gatherings, both online and in person, in the post-sustainability field of ‘Deep Adaptation,’ particularly since 2018. This term describes an agenda and framework for people who believe in the probable, inevitable or unfolding collapse of industrial consumer societies, due to the direct and indirect impacts of human-caused climate change and environmental degradation. Some of the principles of Deep Adaptation facilitation are summarised, such as containment, to enable co-responsibility for a safe enough space for difficult conversations. Another key principle is welcoming radical uncertainty in response to the anxieties that people feel from their anticipation of collapse. A third principle is making space for difficult emotions, which are welcomed as a natural and ongoing response to our predicament. A fourth aspect is a curiosity about processes of othering and separation. This paper provides a review of the theories that a reason for environmental destruction is the process of othering people and nature as being less significant or meaningful. One particular modality called Deep Relating is outlined.

scholarly journals Coins in the Classroom – Teaching Group Work with Roman Coins

2020 ◽  
Vol 21 (42) ◽  
pp. 14-18
Author(s):  
Gwynaeth McIntyre ◽  
Charlotte Dunn ◽  
William P. Richardson
Keyword(s):  
Material Culture ◽  
Group Work ◽  
Ancient World ◽  
Roman History ◽  
Classroom Teaching ◽  
Material Objects ◽  
Time And Space ◽  
Teaching Group ◽  
Literary Sources ◽  
Roman Coins

It can be challenging to bring material culture to life in the classroom when the cultures that produced those materials are separated from the students by time and space. Students learning about Roman history and culture often find it difficult to work with and critically analyse non-literary sources as they rarely have the opportunity to engage with the material objects themselves. Depending on the size of the class, or materials available, it may be impossible to introduce such sources for the ancient world into classroom teaching.

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