Date: Sunday, August 11

Time: 10:30 AM - 12:10 PM

Session 095: CRITICAL DIALOGUE: Identity Matters: How an Instructor's Subjectivity Influences the Way They Teach about Race
Room: Salon 5

Sponsors: Critical Race and Ethnic Study
Teaching Social Problems

Organizer &

Presider/Discussant: Florence Emily Castillo, Texas Christian University

Description: 

This session explores how the subjectivity of instructors impacts our theoretical interpretations of race and shapes the pedagogical choices we make when we teach race in the classroom. Intersectional and critical race scholars continue to call our attention to how lived experiences also influence the ways we process and disseminate information both in and outside the classroom. With this in mind, we seek to further explore how our intersectional identities create the embodied pedagogies and experiences we bring into the classroom. We hope to share classroom experiences that lead to more critical and transformative self-reflection and strategies for teaching race, especially in the current political climate where teaching about race is under attack.

Papers:

“Oral History as Embodied Classroom Pedagogy,” Jacqueline Daugherty and Rodney D. Coates, Miami University

“Feeling Teaching Race,” Adriana Leela Bohm, Delaware County Community College, Michelle Byng, Donna-Marie Peters and Mary Stricker, Temple University

“‘A White Woman from the South’: Social Location and the Pedagogy of Race,” Karyn McKinney Marvasti, Penn State Altoona

“Parallel Cultures: Creating Alternative Spaces of Truth-telling through Activist-based Curriculum Development and Community Outreach in the Rural Black South,” Masonya J. Bennett, Kennesaw State University

“Operationalizing Anti-oppression in Doctoral Health Care Education,” Katerina Melino, University of Alberta and Samantha P. Louie-Poon, Dalhousie University

“White Professors of Race: Ethics, Strategies, and Impacts,” Devon R. Goss, Oxford College of Emory University

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