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The Anti-Syllabus as a Culturally Responsive-Sustaining Approach to Online Instruction
Abstract
Syllabi serve to clarify course expectations regarding assignments, policies, and other related tasks. Nevertheless, traditional syllabi often transform this important pedagogical resource into a lengthy contract between instructors and students. In this chapter, we propose that by utilizing culturally responsive (Gay, 2000) and sustaining (Paris, 2012) pedagogies, educators can reframe the purpose of the course syllabus. Through a collaborative inquiry process (Kennedy & Dana, 2022), we share insights from implementing the “anti-syllabus,” a flexible syllabus framework applied in various online graduate and undergraduate courses. We identify three prevalent themes from our inquiry that illustrate how a reimagined syllabus can function as a culturally responsive and sustaining asset for online education: (a) faculty adopting strategies to boost student engagement, (b) maintaining relevance while addressing the whole student, and (c) nurturing motivation and connections among student and faculty.
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