What: “From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice,” by Brian Arao and Kristi Clemens (from The Art of Effective Facilitation, 2013)
When: Friday, April 21, 11am–1pm and Tuesday, April 25, 4–6pm – pick the meeting time that works best for you!
Where: CSWS Jane Grant room, 330 Hendricks Hall, 1408 University Street, Eugene.
How: We read together for the first 30 minutes, then discuss our responses and practice—no homework required!
CORRECTED DATES – All members of the UO community are invited to participate in the Inclusive Pedagogies Research Interest Group (IPRIG). The group meets twice per term to read together and discuss current pedagogy and research in support of student learners from diverse backgrounds.
On Friday, Jan. 27, and Tuesday, Jan. 31, the IPRIG will be reading together and discussing “Enacting Rhetorical Listening: A Process to Support Students’ Engagement with Challenging Course Readings,” by Jessica Rivera-Mueller (Journal on Empowering Teaching Excellence, vol. 4, no. 2, Fall 2020). Print copies will be provided to attendees who RSVP to RIG co-coordinator Jenée Wilde.
No homework is required to participate. At each meeting, the group spends 30 minutes reading a selection of recent research related to pedagogy and the intersections of gender, race, sexuality, ability, and other aspects of identity. The remainder of the meeting focuses on reading discussion and time to share thoughts and experiences related to inclusive, antiracist practices in our classrooms.
The IPRIG meets in the CSWS Jane Grant Room (Hendricks 330) on Friday of Weeks 3 and 7 each term, with alternative meetings on the following Tuesday of Weeks 4 and 8. Friday meeting times are 11 a.m.–1 p.m. and Tuesdays are 4–6 p.m.
The Inclusive Pedagogies Research Interest Group is sponsored by the Center for the Study of Women in Society. Co-coordinators are Jenée Wilde, senior instructor of English, and Mark Van Ryzin, research associate professor of human development. For more information, contact Wilde at jenee@uoregon.edu.
For more information about starting or participating in CSWS RIGs, click on this link.
During the 2021-22 academic year, the Inclusive Pedagogies RIG will be reading about and discussing what it means to be an antiracist teacher. At the heart of our year-long focus is a “blogbook” by Asao B. Inoue, What It Means To Be An Antiracist Teacher: Cultivating Antiracist Orientations in the Literacy Classroom.Inoue is a Professor of Rhetoric and Composition in the College of Integrative Sciences and Arts at Arizona State University, and the past 2019 CCCC Chair. His research is in antiracist writing assessment and he teaches teachers how to teach and assess writing.
As always, no need to prepare for the reading group! We spend the first 30 minutes reading together, then discussing the text and its implications for our teaching praxis. The Inclusive Pedagogies reading group meets on Friday of Weeks 3 and 7 each term, with alternative meetings on the following Tuesday of Weeks 4 and 8. Friday meeting times are 11 a.m.-1 p.m. and Tuesdays are 4-6 p.m. We will continue meeting in Zoom (meeting ID: 963 7905 3595) while pandemic conditions persist.
We will be discussing the following entries from Inoue’s blogbook:
What does it mean to “decolonize” teaching and scholarship? Why would we want to do that? And how? The hosts of the Speaking of Race podcast take on these questions and more in a panel discussion with social scientists and established scholars of race Lance Gravlee,John L. Jackson Jr., Stephanie McClure, and Yolanda Moses.
Trouillot, Michel-Rolph. (2003). “Anthropology and the savage slot: The poetics and politics of otherness.” In Global transformations. Palgrave Macmillan, pp. 7-28.
McClure, SM (2017). Symbolic body capital of an “other” kind: African American females as a bracketed subunit in female body valuation. In Anderson-Fye, EP and Brewis, A (eds.) Fat Planet: Obesity, Culture and Symbolic Body Capital. University of New Mexico Press.
McClure, SM. (2020) Living Unembodiment: Physicality and body/self discontinuity among African American Adolescent Girls. Ethos, 48(1): 3-28.
Event: Whose language? Inclusive teaching of academic communication across disciplines
Date: Wednesday, May 5th (Week 6), 3:00 p.m. PDT.
Description: This 50-minute workshop describes the need for linguistically inclusive practices in all academic disciplines. It offers specific tips on how we can value and support students’ use of different languages and varieties/dialects of English, lower barriers to access, and increase learning opportunities for students from all linguistic backgrounds.
Led by: Adam Schwartz (OSU), Sergio Loza (UO), and Devin Grammon (UO)
JSTOR has created an open library to support readers seeking to engage with BIPOC+Q-authored reading lists like the one developed by the New York Public Library.
For 95 years, the Schomburg Center for Research in Black Culture in Harlem has preserved, protected, and fostered a greater understanding of the Black experience through its collections, exhibitions, programs, and scholarship. In response to uprisings across the globe demanding justice for Black lives, the Schomburg Center—part of The New York Public Library—created a Black Liberation Reading List, featuring 95 books that they and the public turn to regularly as activists, students, archivists, and curators. The Schomburg Center has also published smaller reading lists for teens and for kids.
In 1925, The New York Public Library’s 135th Street branch became the Division of Negro Literature, History and Prints and one year later purchased Afro-Puerto Rican activist and bibliophile Arturo Schomburg’s personal library of several thousand “vindicating evidences” of Black people’s contributions to the world. Ever since that time, the institution that became the Schomburg Center has been a hive of archives and activism. James Baldwin, whose The Fire Next Time graces the list, once said, “I went to the 135th Street library at least three or four times a week, and I read everything there. I mean, every single book in that library. In some blind and instinctive way, I knew that what was happening in those books was also happening all around me.”
Curated by Schomburg staff, the Black Liberation Reading List has a particular focus on books by Black writers and those whose papers are in the Schomburg Center’s robust collections, such as James Baldwin, Maya Angelou, Ann Petry, Malcolm X, and Harry Belafonte. The Schomburg Center’s collections, which include manuscripts, photographs, rare books, film, and more, currently total over 11 million items.
JSTOR’s collection creates opportunities for new scholarly and creative connections. It puts Bettina L. Love’s 2017 article “Difficult Knowledge: When a Black Feminist Educator Was Too Afraid to #SayHerName” in conversation with Brittany Cooper’s 2018 book, Eloquent Rage: A Black Feminist Discovers Her Superpower. Students of Dr. Martin Luther King Jr’s last book, Where Do We Go From Here: Chaos or Community are invited to consider Clayborne Carson’s meditation on the “Paradoxes of King Historiography.” Readers of Amiri Baraka’s S O S: Poems1961-2013 can read reflections on his artistic legacy in “An Interview with Ntozake Shange” by Marlon B. Ross.
JSTOR’s open library provides access to book chapters, and in some cases, whole books, such as May We Forever Stand: A History of the Black National Anthem by Imani Perry, listed in connection with her title on the Schomburg Center’s list, Breathe: A Letter to My Sons. The richest sub-collection in the resource includes more than 50 items released in relation to Audre Lorde’s Sister Outsider, including several poems and interviews with Lorde herself. Another large trove of articles explores the life and legacy of Malcolm X, listed in connection to his Autobiography and Manning Marable’s biography, Malcolm X: A Life of Reinvention. No such compilation can ever be complete, but JSTOR’s new resource hopes to be a generative contribution to the Schomburg Center’s popular reading list, deepening and expanding our collective engagement with Black creative and intellectual expression. We hope the list will be a useful resource for teachers, scholars, and lifelong learners and encourage you to share the full list—which is available in this Google doc—widely.
Inclusive Pedagogies will be holding our second Zoom reading group meetings of Winter term as follows:
Friday, Feb.19, 11am-1pm
Tuesday, Feb. 23, 4-6pm
For these meetings, we will be discussing “The Myth of the Colorblind Writing Classroom: White Instructors Confront White Privilege in Their Classrooms,” by Octavio Pimentel, Charise Pimentel, and John Dean, in Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication, edited by Frankie Condon and Vershawn Ashanti Young (University Press of Colorado, 2017).
As always, no need to prepare for the reading group! We spend the first 30 minutes reading together, then discussing the text and its implications for our teaching praxis. The Inclusive Pedagogies reading group meets on Friday of Weeks 3 and 7 each term, with alternative meetings on the following Tuesday of Weeks 4 and 8.
Inclusive Pedagogies will be holding our second Zoom reading group meetings of the term as follows:
Friday, Nov. 13, 11am-1pm
Tuesday, Nov. 17, 4-6pm
For these meetings, we will be discussing selections from Chapter 2 of Kevin Kumashiro’s book Troubling Education: Queer Activism and Anti-Opressive Pedagogy (Routledge 2002). This is one of the texts featured in the upcoming UO Teach-IN, rescheduled for Feb. 27, 2021.
As always, no need to prepare for the reading group! We spend the first 30 minutes reading together, then discussing the text and its implications for our teaching praxis. The Inclusive Pedagogies reading group meets on Friday of Weeks 3 and 7 each term, with alternative meetings on the following Tuesday of Weeks 4 and 8.
For the Zoom meeting link and PDF of the reading, please email jenee@uoregon.edu.
For the upcoming academic year, the IPRIG’s reading group will meet via Zoom. And if you can’t make a meeting, we’ll record and post links to them on this blog so you don’t have to miss out on our lively and inspiring discussions! Keep an eye on this blog for our upcoming meeting dates, readings, and video recordings.
Unique to our reading group format is that no preparation is required for our two-hour discussion sessions. Instead, we read together for 30 minutes then discuss our selected articles or book chapters in fields of composition and the intersections of gender, race, sexuality, ability, and other aspects of identity and social justice. Faculty, students, and staff from across disciplines are invited to join us. Our goals are (1) to develop a shared language for writing and assessment as they relate to diversity, equity, and inclusion concerns for teaching our diverse student body; and (2) to build a community of educators who help each other reflect upon and refine inclusive teaching practices and anti-racist pedagogy. Reading together gives us a shared language for reflecting on our work. We use the space of the reading group to discuss not only assessment of students but our own praxis and to share what we’ve learned through national conference papers, invited talks, and other research-based products.
In AY2019-20, the IPRIG formed an advisory board of faculty and staff affiliated with the Center for the Study of Women in Society, the Tutoring and Academic Engagement Center, the English Department’s Writing Associates/Writing Tutorial Program, and the Composition Program. This restructuring has allowed the RIG to expand our discussions to include constituent groups of undergraduate and graduate student tutors as well as GEs and faculty across the curriculum. Among the Advisory Board’s goals is to explore how to support students and faculty in antiracist writing and tutoring pedagogy, especially by providing funding for groups who don’t normally have access to support.
