Greenscreen teaching: Institutional instability and classroom innovation
"Greenscreen Teaching" explores how the stresses of institutional and social change impact teaching and learning, and the creative resourcefulness born out of instability. In precarious institutions and social contexts, relevant outcomes for theological learning include developing attentiv...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2017]
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| In: |
Teaching theology and religion
Year: 2017, Volume: 20, Issue: 4, Pages: 343-355 |
| RelBib Classification: | FB Theological education FD Contextual theology ZF Education |
| Further subjects: | B
Social Change
B Institutional change B Imagination B Instability B Improvisation B greenscreen |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
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| 520 | |a "Greenscreen Teaching" explores how the stresses of institutional and social change impact teaching and learning, and the creative resourcefulness born out of instability. In precarious institutions and social contexts, relevant outcomes for theological learning include developing attentiveness, robust moral discernment, and courageous speech seasoned by maturing convictions and pastoral sensitivities. I utilize greenscreen acting as a suggestive metaphor for describing four creative teaching strategies targeting these outcomes. Subsections gather insights from: * Etymology of disaster-related words: Capitalize on the moment and "go big." * Creative method: Improvise and keep it sharp. * Ritual theory: Creatively repurpose familiar but underutilized traditions. * Service learning: Widen the networks of community connection. Each subsection also revisits moments and learning activities from a graduate course in feminist theology. Navigating constant transition impacts every aspect of the classroom. Nevertheless, a teaching scholar can resource this precariousness as creative agency for voice, solidarity, and mutual learning. | ||
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