[CW: discussion of sexual assault, trauma]
Ever since Socrates upbraided his followers in the Agora, there has been a strong tradition among educators to bitch about students and/or their various foibles. We all do it, and there’s no denying that this type of venting can serve a valuable purpose, if kept to the private and confidential realm of office talks or water-cooler chatter with colleagues. But student-shaming has moved beyond the confines of faculty lounge venting and become a cottage industry of sorts, as the past few years have shown that it can pay to be an educator with pissed-off hot takes about Kids These Days™.
Continue reading “Pedagogy is not a Weapon: Defending Trigger Warnings and Safe Spaces”
There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed. To teach inclusively is to swim against the powerful tide of “conventional wisdom,” internalized biases, and socio-political pressures. For those of us who try to live out the ideals of critical pedagogy in our own practice, inclusive teaching is a sine qua non. Teaching and learning cannot be liberatory, cannot be a “practice of freedom,” if any students are excluded from, or prevented from acquiring the full benefits of, their educational environment. Yet, we also know that any attempt at inclusive practices that does not acknowledge the structures of inequality in which we, our students, and our institutions operate cannot be successful. To acknowledge asymmetries, however, does not mean to legitimize them. Rather, it should be a necessary first step in undoing them to create a vital, democratic classroom. Continue reading “The Progressive Stack and Standing for Inclusive Teaching”