When the scaffolding shifts under your feet

Giulia Forsythe, G-LOG, Feb 08, 2016
Commentary by Stephen Downes
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Is this true? Sean Michael Morris writes "Any effort on my part to scaffold (and effort to scaffold learning at all) would be colonial, patriarchal, and disempowering." It's a challenge that flies in the face of the educational enterprise as a whole (and especially the learner-empowering constructivists who employ scaffolding as a proxy for didacticism). Yet at the same time, it feels wrong to say that the act of providing support is inherently disempowering. Clearly there are different versions of what is meant by 'scaffolding': Giulia Forsythe writes "I thought of the many times I’ve used scaffolding as a metaphor for good teaching in many of my visual notes. None of the examples in the twitter debate used it the way I’ve imagined it. There are hanging gallows and references to stages." My rule is this: forget the definitions, and if the people who have the least privilege argue that my support is disempowering, then I listen, but if the people making the case are the most privileged, then I wonder why they want me to cease my support.

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