It lessens the separation between student and tutor, student and critic, even tutorial essay and published paper. It gives us more confidence to go off on our own and rely less on critical work to validate our own original thoughts. 3/
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Replying to @CatrinH42 @LucyAllenFWR and
I acknowledge that some can't afford to express that vulnerability, that some bodies aren't afforded that space. I'm also extremely aware that I go to an elite institution and have a privileged position as a white cis person 4/
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Replying to @CatrinH42 @LucyAllenFWR and
I'm so lucky that I have no set texts and can study the literature I want. But I 100% agree with
@aspencerhall that we need to be taught how to navigate the system. And then WORK the system. Exploit it. Change it. 5/1 reply 2 retweets 2 likes -
Replying to @CatrinH42 @LucyAllenFWR and
It's an excruciatingly slow process. Because of course teachers have control over their classroom, but not over the papers I have to sit & the people who mark them. I have no idea what my conclusion is, but I think it's possible to agree with both
@dorothyk98 &@LucyAllenFWR5 replies 0 retweets 1 like -
Replying to @CatrinH42 @LucyAllenFWR and
But my main point was not about a pedagogy of vulnerability. My point was to discuss what Lucy said on the roundtable that suggested that you have to teach your most vulnerable students to comply w/ the system. Not the the students must learn the system to resist it.
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Replying to @dorothyk98 @CatrinH42 and
No, that's absolutely not what I am saying. I'm saying it's good to show students they can be incomplete/ imperfect. That can feel quite personal - but we academics are like this too. It's ok, for eg, to be upset in response to texts - it can even be incorporated into your work.
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Replying to @LucyAllenFWR @dorothyk98 and
I spent ages trying to be what I thought a 'good' student/academic was - impersonal. Now I try to teach that it's ok to bring your personal responses in - but I also show students they can do that in a sophisticated, history-of-emotions way, and it can enrich your work *and* you.
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Replying to @LucyAllenFWR @CatrinH42 and
The personal as political as your scholarship is the point of decades of discussions by BIWOC about autethnography. It’s a critically theorized discussion. My point is why imagine this is new rather than thoroughly theorized etc. since the 70s by BIWOC feminists?
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Replying to @dorothyk98 @CatrinH42 and
It's not new - that's why I referred to 70s feminists in my talk.
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Replying to @LucyAllenFWR @dorothyk98 and
But I think this is a difference we keep coming back to. I think it's ok for students to discover something new *to them*. You'd rather set them reading and tell them it's all out there. Both approaches have value, but I think in my context, mine works better.
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Why do I want my marginalized students who are BIWOC to not know there is a term that explains the double marginalization that they receive and think they should figure it out themselves alone?
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Replying to @dorothyk98 @CatrinH42 and
That might be a slightly different case from what I was talking about.
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