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Full-Text Articles in Arts and Humanities
“I Thought I Knew”: Teaching Graduate Students New Ways Of Understanding Meanings Of Diverse Social Identities, Maria S. Johnson
“I Thought I Knew”: Teaching Graduate Students New Ways Of Understanding Meanings Of Diverse Social Identities, Maria S. Johnson
Feminist Pedagogy
Instructors should not assume that graduate students understand meanings of terms for various social identities. In this article, I highlight a teaching activity I created titled, “What’s in a name?” that requires graduate students to research historical and contemporary uses of various racial, ethnic, gender, sexuality, and immigration terms. The assignment helps graduate students develop inclusive vocabulary and deepen their understanding of their positionality. It also supports braver classroom contexts for students and instructors. The assignment is best facilitated by instructors informed of diverse social identities, open to difficult conversations, and aware of the influence of their own social identities …
On Teaching Diversity And Inclusion, Clara Bradbury-Rance
On Teaching Diversity And Inclusion, Clara Bradbury-Rance
Feminist Pedagogy
In 2020, I was asked to design a module called “Diversity and Inclusion in Practice” for a new online MA. To design a module around this theme was to reckon with a paradox. Scholars such as Sara Ahmed, working across feminist, queer, and critical race studies, have given us theoretical and methodological frameworks not simply for celebrating “diversity” but for exploring this term itself as a function of power. While the use of terms such as diversity and inclusion may be a strategic necessity for social justice work around higher education’s current agenda, this “language of diversity” (Ahmed 2012: 51) …
Sharing Walks As A Witnessing Practice: Exploring Movement-Based Pedagogies, Catalina Hernandez-Cabal
Sharing Walks As A Witnessing Practice: Exploring Movement-Based Pedagogies, Catalina Hernandez-Cabal
Feminist Pedagogy
How we walk—or our inability to do so—is telling of who we have been. I propose this simple movement practice as a pedagogical engagement with the concept of faithful witnessing, which refers to attending to modes of power unbalance that might go unnoticed, and to people's creative and resistant possibilities (Lugones, 2003; Figueroa-Vásquez, 2015). This activity is suggested to provoke reflections about how we understand and experience social difference and power unbalances. The work introduces a simple score (a creative prompt) to explore walking-with others, creating instructions to teach others our movement, learning others', and delving into conversations concerning the …