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.
Lecturing faculty do not inhabit the bodies or know the points of view of the most vulnerable bodies out there amongst our students. Inclusive pedagogy is a robust area of research, why should we ignore the research of experts?
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No one is suggesting we should, but there's a distinction between what I might read as an academic, and what I might do with my students. Providing a big reading list is great, but so too is acknowledging that they might feel nervous/alienated by it.
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Forgive me if I'm intruding on this, but it's such an important conversation and I'm glad it's being discussed. If I could lend an undergrad PoV on what it's like being /taught/? 1/
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