Discussion Postings: Weeks 1 – 6
Description
Participation (5%)
The course will involve online discussions, group work, individual work, activities, and lectures. I believe in interactive teaching and that means that I expect each student to be prepared for the class, but also for us to work collaboratively as a virtual classroom to support each other’s learning, not in competition with each other, but as a team. As such we help each other keep up with the readings and engage in respectful discussion in the class – while actively listening to their peers.
Participation includes both listening and speaking. Students will receive a grade for class participation for comments that reflect careful listening to and consideration of others’ points of view, that are thoughtful and in-depth, that demonstrate a willingness and ability to rethink one’s own ideas, that are pertinent to the course material and issues being discussed, and that reflect critical thinking and humility.
Active listening is a key component of participation that often goes unrecognized. It means that you must not only contribute to the discussion, but know when it is appropriate for you to listen, to hear someone else out, and recognize who is speaking/who is not speaking and why. As the instructor, I hope to help the class to develop strategies to become better listeners and I expect that you hold me accountable to this principle as well.
Participation involves collectively creating a supportive learning environment. A supportive learning environment requires all of us to act on an awareness of our responsibilities to others in the class (particularly related to group and team work), our social location, and of the dynamics of group discussion (i.e., only one person speaks at a time, interrupting another speaker most often makes respectful discussion difficult, silence and reflection are necessary parts of learning and as important as speaking, all students should have somewhat equal “air time,” students have different styles of communication, etc.).
You will be placed in groups of 15 to 20 students for the entire discussion activity (Weeks 1 – 12). Discussion Group membership can be viewed by clicking Connect and then Groups on the course navigation bar above. If you are not in a group by the date indicated in the Course Schedule, please contact Technical Support at [email protected]. Technical support is available during regular business hours, Monday to Friday, 8:30 AM to 4:30 PM (Eastern Time).
Discussions can be accessed by clicking Connect and then Discussions on the course navigation bar above.
For details about how your participation will be graded, see the bottom of this page.
Week 1
Discussion 1: Did Drake Start From The Bottom?
Drake – Started From the Bottom [5:20]
https://www.youtube.com/watch?v=RubBzkZzpUA
Here’s one way that someone has sociologically analyzed Drake’s claims to authenticity: Mapping Drake’s International Wave-Riding on More Life, opens in a new window.
Questions
- What terms do we need to define before we answer this question? Hint: “started” and “bottom” are vague terms.
- What historical information about Drake can we uncover? Hint: Check his Wikipedia page, do a search for interviews where he talks about this song, do a search for further biographical information about Drake, search for any academic/online articles that address this topic.
- How do you define “the bottom” in this scenario? What type of social inequality does this refer to (class, race, gender, ability, others)?
- How does Drake define “the bottom”? What can you infer about the bottom here?
- Are these definitions of social inequality individualist or collectivist?
- What can we assume and what can we not assume?
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