Rees Shad

Chapter Four explores the concept of Play, which up until that moment is politely skirted in the book. I introduce it in the context of imagination, in what we all found to be an imaginative way…. I describe it as the elephant in the room.
I love this group! Had Amara not been in the room, we never would have recognized the cultural disconnect involved in the metaphor. The strength of working with colleagues representative of the target audience for this project is an essential element of its methodology. What I had, at first, seen as a strong point in terms of usability analysis and editorial input of the document and projects, is now turning into true collective input, discussion, alteration, and affirmation. It is actually changing my outlook on my teaching pedagogy.
So often colleagues of mine have involved students by making them research assistants or even editors, and the project results are both successful and educational. By turning this project into a collective, however, with shared ownership, and exchange of vital experience and knowledge, we are breaking down intrusive hierarchy traditional to academia, and creating a wholly different bottom-up/top-down exchange in its place that is resulting in far more valuable outcomes.