We found 42 results that contain "social justice"

In the leadup to today's roundtable, our panelists mentioned that we should have had a social justice playlist prepared as background music for our discussion. And, in that spirit, I'll just pose this question to the group: What songs would you insist on including in such a playlist?

Microaggressions often have macro impacts - How do we address microaggressions in the classroom? What is our role as an educator when these happen in our classroom? What do we do when we are the aggressor?

Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.

This series is still ongoing! The schedule and links to RSVP can be found in the upload below!

Lerner's essay "Social Workers Can't Be Republicans: Engaging Conservative Students in the Classroom" certainly has one of the more provocative titles that I've ever seen in a scholarly essay. Stokes and I are asking you to give it a look as part of our conversation on 3/18/22; see the link below!

Several people asked for links to the resources from workshops we mentioned from last year, so I've linked to the iteach pages we made for those workshops below. It's probably easiest to go to the Playlists section for every link to access the material for each workshop quickly.

Masking Matters (teaching in and to masks; 9/24/21): https://iteach.msu.edu/groups/masking-matters/feeds

Social Justice Pedagogy Roundtable (11/12/21): https://iteach.msu.edu/groups/social-justice-pedagogy-roundtable/feeds

Trauma-Informed Pedagogy Workshop (01/28/22): https://iteach.msu.edu/groups/trauma-informed-pedagogy-workshop/feeds

I'll work on migrating all this content into this CISAH group shortly (once I finish some course prep for next Wednesday!).

Chapter 5: Notes and questions
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)

Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?

Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.

In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.

Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w

Just started my role in Center for Teaching and Learning Innovation as the Inclusive Pedagogy Specialist. Want to talk about inclusivity, DEI, social justice, etc.? Let's connect :)