publications – Katie Kearns

Origins of “Teaching as if Learning Matters:” A book for and by graduate students about becoming teachers

a powerpoint slide excerpt; the title is at the top, with two book cover images on the side (Teaching as if Learning Matters; Higher Education Careers Beyond the Professoriate). There are three text bullets: "1) interdisciplinary conversations provide contrasts and support disruption of dominant discourse; 2) micro-spaces of belonging, affirmation, agency, and empowerment; 3) opportunities for reflection, construction of new narratives, and meaning-making"

At least three seeds started a new garden for me in graduate student development: who is at the center (marginalized graduate students), what is at the center (the embodied experience of becoming a teacher), how things are centered (how we talk with each other, what we talk about, what we read, what kind of knowledge is privileged). Being part of that learning community in 2015 fundamentally changed how I am part of the scholarly community in graduate student development.