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When a class discussion goes well or better than expected

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Sunset Boulevard changed my life!

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curiosity, respect, engagement

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An avocado that, when you open it, is as good as you hope it will be

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An avocado that, when you open it, is as good as you hope it will be

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Notice and name group dynamics in the moment

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Notice and name group dynamics in the moment

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Recently students were sharing course-related memes on OAKS, and one student shared a meme making a joke about how essay deadlines are hate crimes. I think it can be challenging (but essential!) to switch from "we're a jovial class fostering community" to "Okay, now you've said something insensitive, and we need to address this." I obsessed over how or whether to address this publicly with the class. There can be a "decision fatigue" regarding these issues, too.

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When discussing a story by s Lakota Sioux writer specifically engaged in writing back against the    "civilizing" narrative, a student said that he specifically approaches the text in the class from a universal standpoint, because he thinks "race"-based interpretations are too easy. Or something to that effect.

In any case -- sometimes students will claim that reading a text in relation to race, ethnicity, sexuality, what have you, is an imposition by the instructor. You're reading into it, for whatever reason.

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So I'm wondering again how this plays out particularly in the classroom.  What are the particular manifestations of these challenges that we might encounter in the classroom?  Typically, it seems to me they occur in discussion, and we're challenged to somehow "correct" the solidarity or the universality...

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U

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Pedagogical and other research that represents the researcher/teacher as savior whose pedagogy empowers students

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One of the books that I always have a hard time _really_ teaching is Dangarembga's brilliant _Nervous Conditions_ where students almost always miss the critique of universalism that is embedded in Dangarembga's representation of the narrator/main character's use of "education" as an escape from mental and material poverty. In fact, Tambu has bought into the power of whiteness. "Education" is not universal/innocent, but the students tend to see her material advancement as an endorsement of her "education."

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One of the books that I always have a hard time _really_ teaching is Dangarembga's brilliant _Nervous Conditions_ where students almost always miss the critique of universalism that is embedded in Dangarembga's representation of the narrator/main character's use of "education" as an escape from mental and material poverty. In fact, Tambu has bought into the power of whiteness. "Education" is not universal/innocent, but the students tend to see her material advancement as an endorsement of her "education."

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Definitely see Solidarity in classroom discussion of white saviorism in films

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Definitely see Solidarity in classroom discussion of white saviorism in films

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This has happened multiple times in 110 when I show students examples. White students do not like to admit the trope.

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Speaking to others who genuinely love the films mentioned in the video, and trying to help them understand that trope of white savior and how problematic it is. 

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Speaking to others who genuinely love the films mentioned in the video, and trying to help them understand that trope of white savior and how problematic it is. 

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Fear of seeming to draw the attention to myself this way can prevent me from intervening actively in the moment, when in groups of black and white peers

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In creative writing, the universality of the Iowa Workshop model has been challenged in recent years (and new workshop designs are being developed and adopted).

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In creative writing, the universality of the Iowa Workshop model has been challenged in recent years (and new workshop designs are being developed and adopted).

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I got called out for something, apologized for it, and still get angry emails about it.  I'm clearly trying to work through this, but I don't know what else to do?  I'm feeling like I should just avoid these conversations, but that's not the answer.

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I got called out for something, apologized for it, and still get angry emails about it.  I'm clearly trying to work through this, but I don't know what else to do?  I'm feeling like I should just avoid these conversations, but that's not the answer.

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As others have suggested, white saviorism transcends films and novels. It's a fantasy that a lot of us indulge in.

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As others have suggested, white saviorism transcends films and novels. It's a fantasy that a lot of us indulge in.

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Recent comments on our job search survey, still manifested bias against black candidates.

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providing students with examples of texts to analyze that do anti-racist work

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providing students with examples of texts to analyze that do anti-racist work

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I would be REALLY interested in seeing a gigantic palette of anti-racist eduction and CRT methods, practices, lessons, grading systems, etc.

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Discuss intersectionality through literature that represents it

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Discuss intersectionality through literature that represents it

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I loved this resource from our readings for today!!
https://docs.google.com/document/d/1FFh42GCfV4WB9Lw58pH0XRToBtkmKXoWzOIhfi9HeVA/edit

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student reading groups, could be informal, could tie to Literati or Sigma Tau D

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student reading groups, could be informal, could tie to Literati or Sigma Tau D

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start a list of resources/readings/videos to use in the classroom that encourage and discuss antiracism 

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start a list of resources/readings/videos to use in the classroom that encourage and discuss antiracism 

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Default to assigning BIPOC scholars/writers

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Default to assigning BIPOC scholars/writers

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We talked about incorporating "intersectionality" in all of our courses, from 110 all the way to the top.

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Work with faculty and students to add to our syllabi, our course lists.  We talked about the benefit of focusing on difficult authors/filmmakers for an extended periods of time.

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Work with faculty and students to add to our syllabi, our course lists.  We talked about the benefit of focusing on difficult authors/filmmakers for an extended periods of time.

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using english 299 as a space to insert equity and intersectionality into the curriculum

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We would like to spend more time at our next trainign and during later meetings discussing pedagogical strategies both for classroom moments and for designing syllabus and classroom culture that will be actively antiracist.

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We would like to spend more time at our next trainign and during later meetings discussing pedagogical strategies both for classroom moments and for designing syllabus and classroom culture that will be actively antiracist.

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our group thought it would be good to discuss the student's roles in these matters -- how do we develop student and class-specific antiracist cultures