Been thinking about a question that we weren't able to answer today at #ShakespeareRaceAndPedagogy: it was in response to my argument that students need to know and reproduce the modes/codes of writing that are will be expected of them as graduates. 1/
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regardless of whether or not we are teaching them. What we might end up doing is disempowering students who don't have access to those codes. So in our aims at liberation, we must also be deliberate in the ways we can harm students who are already disadvantaged 3/
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by systems of power. We certainly need to show students that there are multiple ways in which they can exhibit their knowledge and engagement with texts and facilitate their voices, but we also need to recognize the larger systems of power that will affect their success. 4/
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I'm here paraphrasing Lisa Delpit, in "Other People's Children," a book I wish had been assigned reading in graduate school to better prepare me and my pedagogy. 5/5
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This is such a difficult question and your response here is on point. It’s incredibly frustrating but also important to think about the ways that, for lack of a better term right now, “challenging authority “ in this way is a luxury sometimes rooted in privilege.
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Yup. As are decentralized classrooms. If students don't know what they should be doing, giving them power sometimes isn't helping them. I learned this by teaching non-majors. Prescription mixed with freedom of inquiry and investigation.
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