Abstract
This article shares the experiences of an instructor, and six of her former students, in the design, implementation and assessment of an art gallery project. The project was a mid-term assignment in a Gender and International Studies course. The article starts with the instructor sharing her views on pedagogy and the aims of the assignment and then the former students share their experiences with the project. Both the project and the experience of writing this article are the source of concluding reflections. The insights the former students reveal the embedded nature of traditional models of education as well as the value of student centered collaborative projects. The students' reflections also show how “doing it differently”—engaging in a project so beyond the norm of the traditional classroom space translated into reflections on gender and our everyday in ways that were transformative.
Published Version
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