Engaged Learning in Geography: Pedagogy and praxis

Type: Panel
Sponsor Groups: Socialist and Critical Geography Specialty Group, Cultural and Political Ecology Specialty Group, Geography Faculty Development Alliance (GFDA), Harassment-Free AAG Initiative, Harassment-Free AAG Initiative
Poster #:
Day: 4/5/2019
Start / End Time: 9:55 AM / 11:35 AM (Eastern Standard Time)
Room: 8210, Park Tower Suites, Marriott, Lobby Level
Organizers: Ingrid Behrsin, Abigail Martin, Erin Goodling
Chairs: Ingrid Behrsin


‘Activist learning,’ ‘Service-learning,’ and ‘Community engaged learning,’ are student-centered pedagogies that can advance classroom learning goals within and beyond the classroom. While such approaches might stimulate dialogue about pressing social issues and increase critical awareness for some students, these pedagogies also raise important questions about relational privilege, power dynamics, and positionality for all those involved. In this panel session, panelists and attendees will discuss engaged learning/teaching in and beyond the classroom. Specifically, panelists will briefly share stories about their engaged learning/teaching praxis, and discuss the benefits, potential drawbacks, opportunities, and barriers associated with such initiatives. Panelists and attendees will will also exchange experiences, and discuss the politics and pragmatics of engaged learning.

Some questions the panel and attendees may engage in dialogue about include:
What is engaged/activist learning?
Upon what assumptions do engaged learning efforts rest?
What does it take to build ethical engaged learning relationships?
What does it take to develop effective educational experiences in engaged learning classrooms?
How do engaged pedagogies challenge or reinforce systemic privilege?
What might be the implications of institutionalizing engaged learning?
What kinds of students and educators are more or less likely to embrace more activist styles of learning, and to what effect?

We invite educators, learners/students, and/or community members to participate as panelists, and recognize that individuals may simultaneously occupy several/all of these positionalities. We especially encourage learner and community perspectives. We also welcome suggestions for additional questions and points of departure.


Type Details Minutes
Panelist Heather Bedi Dickinson College 15
Panelist Nicholas Padilla Western Michigan University 15
Panelist Nicole Laliberte University of Toronto - Mississauga 15
Panelist Emma DeVries Duke University 15
Panelist Kristin Sziarto University of Wisconsin - Milwaukee 15
Panelist Robert Ross Point Park University 15

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