Learning to Transgress

February 24, 2023

Learning to Transgress

Order Number	65363737383
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Learning to Transgress

During Week 4: Education as Mechanism for Creating Social Change you read and learned from Freire’s critiques of the “banking” concept of education. Both Freire and hooks

argue for a change in education – one where learning is pleasure and exciting, students

critically consider reality, humanization, and education as the practice of freedom.

Activity: Spend 2 weeks changing your relationship with education and challenging the banking concept of education. To do this, choose at minimum 1 course of your choice to adjust how you learn, participate, and show up to your education drawing inspiration from Freire and hooks’ critiques. How you choose to do this is up to you and purposely Intended to be a creative activity. Please take notes of your experience during the two week long activity, as you will use them to write your paper.

Note: this activity is focused on what you, the student, do have control and the ability to change. This activity does not require any changes from your professors, assignments,

or any other element of learning outside of your control. These are limitations under our current education system, which you can note in your paper if needed.

Paper Requirements: bell hooks provides us with an introduction to her experiences and views on teaching to transgress. Your paper will focus on the student end of the education relationship – “learning to transgress.” Write a 3-5 page paper where you explain your experience and reflect on the activity.

Please include: Summary of your experience during the 2 weeks of changing your relationship with education. If you choose a course other than this course, please provide enough context in your paper that I am able to understand how you completed this activity. Reflection of your experience Explicit connections to Week 8’s course content.

References (not included in page requirement): both in-text citations and reference page are required to be in APA format Resources: APA formatLinks to an external site.: Please see the links on the left side of the page for specific examples of references (book, electronic source, etc.)

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Learning to Transgress

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.