Embracing Surprise in Graduate Student Expressions of Learning

• In Event: Dimensions of Participatory Evaluation

Abstract

In this conceptual paper, I discuss the development and importance of embracing surprise as an element of assessment and learning in graduate courses for preservice teachers and doctoral students. This project started as a way of putting to work the ideas from Eisner’s (2002) perspectives about schools as cultures for developing and altering minds. I seek to show how a project originally situated in the arts and personal connection can serve as a way to address inequities in education without giving up the vibrance, potential, and diversity that the arts offer.

Author

• Michelle Zoss, Georgia State University