I firmly believe this is work only the student - the individual - can do for themselves. Reading someone else expressing their own doubts won't cut it. They must learn that to be an academic *is* to be doubtful, and personal, and imperfect - and that's ok.
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Again I am really not sure how this fits w/ your early statement about students having to learn the system. What you are discussing is critique. Students have every right to critique. And they do.
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No: we must be honest about the system. Students may do what they will with the information. But honesty is a basic requirement. (This wasn't actually my comment, I think?)
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But only certain bodies get to be vulnerable in front of students without consequence. At least in N. America, evaluation statistics and studies bear that out. Authority is often envisaged as white and often male. What you do or John does may or will not work for other bodies.
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Absolutely. When I was married to a man, I was very conscious of how differently my sexuality played, and how vulnerable it feels to out myself now (as I did there). And also conscious it's a choice many students don't have.
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Replying to @LucyAllenFWR @dorothyk98 and
And as you say, some of us can't afford to be vulnerable. I have had students who couldn't even talk about sexuality. But I think, if we can, being visible is helpful to them. Even if maybe they can't say so.
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I think this is a topic that you probably need more time to make clear what you are saying about pedagogy and vulnerability. And also what you mean by the comments about feminist activism etc. I think you just need to formulate exactly what you are trying to say.
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I do think, though - part of my point was that I, as an academic, can be inarticulate. Sometimes because talking about identity is hard, and personal, and fraught. It's no bad thing my students see that, rather than the polished 'published' version.
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My point was that autoethnography discusses this and the messiness of feminist praxis. There are places where these discussions have and are currently happening. Why reinvent the wheel?
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Because it's more organic than the wheel. You invent a wheel, everyone can use it. This is more like figuring out your sense of balance. No one can do it for you. A good teacher can show you what it looks like, but that's it. IMHO!
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The point is to find the most effective ways to center the most vulnerable. And to put away the wheel that a very extensive and collective group of BIPOC have discussed for individual development, I find is not going to help the most vulnerable because almost all
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