Reframing Togetherness: Equity-Focused, Anti-Oppressive Classrooms in Challenging Times
In a moment where Equity, Diversity, Inclusion, and Decolonization (EDID) efforts are under overt scrutiny and attack, it is essential for all educators to critically engage with how we continue to cultivate learning environments that prioritize justice, access, and respect for all students.
This interactive event will begin with 3 guest speakers who will offer insights into how, given this political ethos, we might teach about and practice decolonization, disability justice, and anti-Black racism in the classroom in ways that protect and strengthen our collective commitment to creating spaces where every student feels valued, heard, and supported.
Following these insights, attendees will be able to engage in small group conversations (breakout sessions) about their own teaching experiences tied to these issues. Small group conversations will be moderated by members of the Equity Subcommittee and the Student Concerns Subcommittee.
The event will conclude with a large group reflection and discussion of teaching-focused equity work.
Speakers:
Dr. Nadiya Nur Ali, Assistant Professor, Trent University
Dr. Jayne Malenfant, Assistant Professor, McGill University
Workshop Facilitators:
CSA Equity Issues Subcommittee: Dr. Jessica Braimoh, York University, Kristen Hardy, University of Winnipeg, and Dr. Foroogh Mohammadi, Acadia University
Student Concerns Subcommittee: J Overholser, University of Calgary
Session Highlights:
“I very much enjoyed the conversational atmosphere! Hands-on experience of faculty with activism especially valuable.” Meeting attendee
The meeting focused on strategies for fostering equity, solidarity, and anti-oppressive classrooms in challenging educational contexts, with discussions on the importance of horizontal organizing work, creating supportive learning environments, and accommodating diverse student needs. The conversation also explored the concept of disability justice, the challenges of balancing structure with flexibility in course design, and the importance of decolonizing curriculum and teaching practices in sociology. The conversation ended with a call for continuing these discussions in the future.
SPEAKER INSIGHTS
Fostering Solidarity in Challenging Education
Guest speakers, Nadiya Nur Ali and Jayne Malenfant discussed approaches to fostering solidarity and rethinking pedagogy in challenging educational contexts. They both advocated for radically reimagining educational spaces and using direct action, including refusal, to create more just and accessible learning environments.
Balancing Vertical and Horizontal Work
The speakers discussed the challenges faced in educational institutions. They highlighted the need to balance the vertical work of gaining legibility with the horizontal work of building solidarity. Both speakers stressed the need for sustainability and the importance of incorporating care, joy, and rest into the work to prevent burnout.
Addressing Student Stress and Anxiety
The speakers discuss strategies for addressing student stress and anxiety in the classroom, particularly in times of political turmoil. Jayne emphasizes the importance of recognizing that students are always navigating difficult circumstances and advocates for a flexible approach to learning, including being open to changing lesson plans to accommodate students' emotional needs. Nadiya shared that she has found peer-to-peer work to be effective, allowing students to guide discussions rather than trying to predict their concerns.
LARGE GROUP DISCUSSION
Exploring Disability Justice in Learning Spaces
In the meeting, the group discussed the concept of disability justice, particularly in relation to learning and teaching spaces. They considered the 10 principles of disability justice, such as intersectionality, leadership of those most impacted, and collective liberation.
Balancing Structure and Student Agency
They also explore the concept of refusal as a form of student agency and the challenges of balancing structure with flexibility in course design. The conversation touched on the importance of fostering moments of joy and connection in learning, while acknowledging the complexities of power dynamics in the classroom and the limitations of creating truly "safe" spaces within university settings.
Decolonizing Curriculum and Teaching Practices
The discussion also focused on decolonizing curriculum and teaching practices in sociology. The conversation touched on the importance of considering how educators' and students' bodies are read in classroom spaces and how this affects teaching and learning.