Anti-oppressive educational development through the backdoor: Exploring hot moments and microaggressions in the face of unrelenting normative whiteness

Session Time and Location

Date:
Wed, 6 Jun 2018
Time:
Time:
9:15am to 10:45am
Room: Room:
Dunwoody A
Session Track
Session Format

Speaker(s)

How do educational developers address difference, power and social justice in educational contexts where these are not perceived as important or relevant? Might our strategies and approaches have something to offer, also to places where these issues are front and center? This paper explores a course on "Hot Moments in Teaching and Learning" as a backdoor approach to bringing content on anti-oppressive teaching to faculty at a Norwegian university, where the only identity category broadly recognized as relevant to higher education is gender. I share key strategies and concepts that foster faculty members' motivation to increase their awareness and competence.

 

  • Session References +

    Alexander-Snow, M. (2004). Dynamics of gender, ethnicity, and race in understanding classroom incivility. New Directions for Teaching and Learning, 2004(99), 21–31.

    Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008(120), 7–18.

    Elbaz-Luwisch, F. (2004). How Is Education Possible When There’s a Body in the Middle of the Room? Curriculum Inquiry, 34(1), 9–27.

    Feldmann, L. J. (2001). Classroom Civility Is Another of Our Instructor Responsibilities. College Teaching, 49(4), 137–140.

    Gressgård, R. (2014). Å stange hodet i veggen: Mikroaggresjon i akademia. Nytt Norsk Tidsskrift, 1(31), 17-29.

    Gressgård, R. & Harlap, Y. (2014). Spenninger i klasserommet: Mikroaggresjon som pedagogisk utfordring. [Tensions in the classroom: Microaggression as a pedagogical challenge]. UNIPED: Tidsskrift for universitets- og høgskolepedagogikk, 37(3). Retrieved from: http://www.unipedtidsskrift.net/index.php/uniped/issue/view/1649

    Grosfoguel, R. (2013). The structure of knowledge in Westernized universities: Epistemic racism/sexism and the four genocides/epistemicides of the Long 16th Century. Human Architecture: Journal of the Sociology of Self-Knowledge, 9(1), 73–90.

    Harlap, Y. (2014). Preparing university educators for hot moments: theater for educational development about difference, power, and privilege. Teaching in Higher Education, 19(3), 217-228.

    Kardia, D., Bierwert, C., Cook, C. E., Miller, A. T., & Kaplan, M. (2002). Discussing the Unfathomable Classroom-Based Responses to Tragedy. Change: The Magazine of Higher Learning, 34(1), 18–22.

    Kuhlenschmidt, S. L. (1999). Promoting Internal Civility: Understanding Our Beliefs About Teaching and Students. New Directions for Teaching and Learning, 1999(77), 13–22.

    Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183–190.

    Wells, C. (2013). Microaggressions in the context of academic communities. Seattle Journal for Social Justice, 12(2), Article 3.