From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning

Authors

  • M'Balia Thomas The University of Kansas
  • Marta Carvajal Regidor The University of kansas

DOI:

https://doi.org/10.20343/teachlearninqu.9.2.12

Keywords:

contemplative pedagogies, student learning, graduate education, slow movement, teaching English to speakers of other languages (TESOL)

Abstract

This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar’s instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semi-structured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all.

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Author Biographies

M'Balia Thomas, The University of Kansas

M’Balia Thomas is an assistant professor of TESOL in the Department of Curriculum and Instruction at the University of Kansas (USA).

Marta Carvajal Regidor, The University of kansas

Marta Carvajal-Regidor, PhD, teaches English for academic purposes at the Applied English Center at the University of Kansas (USA).

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Published

2021-09-14

How to Cite

Thomas, M’Balia, and Marta Carvajal Regidor. 2021. “From “Slow” to ‘Being ‘Lazy’ and Slowing Down’ and the Impact on Student Learning”. Teaching and Learning Inquiry 9 (2). https://doi.org/10.20343/teachlearninqu.9.2.12.