When this roundtable was just a seed of an idea, it was really a reaction to a demonstrated lack of interest in producing inclusive pedagogies. Both on social media and in private conversations, students expressed a desire to see more diverse syllabi and approaches; the discourse became even more divided as more time passed, giving us temporal distance from the Black Lives Matter protests of summer 2020, a reaction to the murder of George Floyd. Educators said they did not think more inclusive pedagogies were necessary. But there was also a rush to make syllabi and lecture series more inclusive by simply assigning diverse writers, a perspective that was perhaps equally damaging. This roundtable is an attempt to push past this. Over the coming weeks, Hazine will be releasing three essays on pedagogy; it is a selection that emphasizes equitable teaching, rebellious teaching, teaching that uplifts students and gives their ways of thinking recognition. They raise questions of technique. Our roundtable features educators from a variety of settings with different areas of expertise and are tied together by their thoughtfulness and intelligence. No matter your field, no matter if you are an educator or not, this roundtable will delight and challenge you to think about how we as diverse societies and communities have access to information.
We will be releasing the series over the next few months (and will be linking the pieces below as they are released). There are three in total. We will be taking a break midway through to allow for other content, but check back regularly, subscribe or follow us on Twitter and Facebook.
“On Rebellious Teaching: Lessons from a Black Feminist Gallery Teacher” by Alexandra M. Thomas
“Crafting the Syllabus: Representation, Expertise, and Student Learning” by Sophia Rose Arjana