Editing Disrupting the Disciplines (section)

==Comparison of Decoding and Disrupting==
The following table juxtaposes guiding questions of [[Decoding the Disciplines|Decoding]] and Disrupting.<ref>[https://decoding.webflow.io/disrupting-the-disciplines Decoding the Disciplines Website]</ref> For a more detailed discussion of the comparison, see Easton & Middendorf (2025).<ref><span style="color: #222222">Easton</span><span style="color: #222222">, L., & Middendorf, J. (202</span><span style="color: #222222">5</span><span style="color: #222222">). </span><span style="color: black">Decoding, Disrupting: An Email conversation in many parts.</span><span style="color: black"> In R. </span><span style="color: #222222">Attas, & M. Yeo. [Eds</span><span style="color: #222222">]. Disrupting the Disciplines. </span><span style="color: #222222">''New Directions for Teaching and Learning''.</span><span style="color: black"> </span> https://doi.org/10.1002/tl.20662<br /></ref>
{| class="wikitable"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|What does the specialist do to get through the bottleneck? What is the “mental move?”
|What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for as an alternative? What work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|What narratives, analogies, or metaphors will I use to model and meta-explain the mental move?
|What changes do I need to make to my pedagogy or how my course is organized? What narratives, analogies, or metaphors will model or center indigenous or anti-racist views? Alternatively, does the curriculum need to be rethought or reorganized? Whose perspectives are represented?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|Step 5 Motivation/Resistance
|Where do the students resist? Are there emotional and identity bottlenecks that interfere with learning the mental move? What will motivate persistence to use the new mental move?
|Where do students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}