Juliet O’Brien

meta-meta-medievalising

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interlude: World Otter Day

Posted in essays & commentaries & medievalisings and tagged andragogy, decolonising education, ecocriticism, education, environmentalism, learning outcomes, otium, teaching and learning, writing on 2019-05-29 by obrienatrix. Leave a comment

Medievalising beginners’ French assignments & assessment: 2018 renovations & innovations (1)

Posted in essays & commentaries & medievalisings and tagged assignments and assessment, education, educational leadership, eportfolios, essays & commentaries & medievalisings, innovation, learning objectives, learning outcomes, longreads, medievalism, teaching and learning, writing on 2019-05-27 by obrienatrix. Leave a comment

SYLLABUS PART 3: HELP (2018)

Posted in essays & commentaries & medievalisings and tagged compassion, de rerum natura, education, educational leadership, hospitality, learning outcomes, longreads, teaching and learning, writing on 2018-09-01 by obrienatrix. Leave a comment

SYLLABUS PART 2: THE RULES (2018)

Posted in essays & commentaries & medievalisings and tagged de rerum natura, education, educational leadership, good government, learning outcomes, longreads, respectful environment, speculative fiction, teaching and learning, utopia, writing on 2018-09-01 by obrienatrix. Leave a comment

Shiny new French courses in UBC’s Department of French, Hispanic & Italian Studies

Posted in essays & commentaries & medievalisings and tagged decolonising education, education, innovation, language, sustainable development, teaching and learning, writing on 2018-09-01 by obrienatrix. Leave a comment

31 August is Ken Campbell Day: diddling and doodling, seekers, and radical education

Posted in essays & commentaries & medievalisings and tagged anarchist utopia, education, educational leadership, imagination, innovation, learning objectives, learning outcomes, longreads, philology, radical professionalism, remembrance, speculative fiction, teaching and learning, the meaning of life, writing on 2018-08-31 by obrienatrix. Leave a comment

Commentary, Part Deux: What Would Ursula K. Le Guin Do?

Posted in essays & commentaries & medievalisings and tagged education, imagination, innovation, teaching and learning, the c-word, The Consent Project, wellbeing, writing on 2018-02-01 by obrienatrix.

Contrapuntal commentary

Posted in essays & commentaries & medievalisings and tagged education, imagination, innovation, language, philology, reading, speculative fiction, teaching and learning, the c-word, The Consent Project, wellbeing, writing on 2018-02-01 by obrienatrix.

it’s that time of year again

Posted in essays & commentaries & medievalisings and tagged compassion, education, educational leadership, futurology, innovation, radical professionalism, teaching and learning, the meaning of life, the p-word, wellbeing, writing on 2017-11-13 by obrienatrix.

On textbooks, midterm blues, and other truths of social justice

Posted in essays & commentaries & medievalisings and tagged academic outreach, compassion, education, educational leadership, etymology, good government, innovation, longreads, medievalism to the rescue, solidarity, teaching and learning, wellbeing, writing on 2017-10-18 by obrienatrix.

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