What does it mean to practice what we preach? How can we put into motion the progressive principles of critical thought, self-actualization, and community we explore in the classroom space? How do we navigate situations where we are challenged by the limits of our teaching, our institutional affiliations, and even our students themselves?
This week at Ideas on Fire, we’ve been reading a lot about teaching and pedagogy. Our reading list is chock-full of meaningful, provocative reflections on the work we do in the classroom, what it means to support students in a truly intersectional way, and how we can continue to push for fair labor practices in an unjust system.
Preparing for a teaching career while at a research-focused university requires some strategic thinking, but it can be done.
We need to do (much) better at creating intersectional classroom spaces. We also need to recognize the unique challenges and hostilities that professors of color face there.
It is especially important that progressive white faculty members not just teach about race, but think concertedly about how to support their students of color.
As progressive educators, we care about equipping our students with tools to critically analyze, challenge, and resist structural oppression. But that intention can get lost when we or our institutions are on the receiving end of their dissent. Dean Spade explores some powerful ways faculty can reframe criticism of student activism into effective lessons for everyone.
The unfair labor practices that overburden and underpay graduate students and adjunct faculty still need urgent our attention.
Some reflections on life on and off the adjunct “track.”
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