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.
This is not about pedagogical choices that have no consequences. This is about the feminist ethics and about justice and access. So not all pedagogical models will do justice to my most marginalized students.
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I agree not all models work for marginalized students - but, in my view, this way is the best one I know for my most marginalized students. That's why I do it. It could be that our marginalized students have different experiences/needs, too.
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And my point is why not listen to the work of marginalized BIWOC who have researched and discussed what best work for these communities? How is it listening to these communities if you do not consider their work?
End of conversation
New conversation -
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