teach.learn.grow.

How NOT to be an Ally – Part 2 “He-peat, Re-white, and Amplification”

Scenario: We walk into the monthly faculty meeting expecting announcements, Dean reports, and lively discussion about academic policies. In our attempts to articulate potential consequences of a proposed course schedule change, I shared my concerns that the change would disproportionately harm our low-income students as well as those with full-time jobs, family responsibilities, drive commutes …

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How NOT to be an Ally – Part 1 “Centering the Privileged”

Students, faculty, and community members often approach me seeking advice on their quest to understand interracial encounters. For example, white women and white men tend to ask me to explain misunderstandings they have encountered with people of color. “Melissa, my colleague at work who is Mexican American, told me about a racist incident she experienced …

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Educators are People, Too: Reflecting on Social Location in the Classroom

How many of us think of our courses as intersectional? Yet, are we truly living up to the theory of intersectionality when it comes to pedagogical structure, design, implementation, and assessment? Are we honestly taking the time to consider how our very presence in the room might alter the environment? Of course, making all of …

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Teaching Social Issues: Pedagogical Challenges and Opportunities

“Why are you complaining about slavery? If it was so bad, then why did Africans kidnap and sell their own people into slavery?” As an undergraduate taking social psychology, I was shocked to hear this quote from one of my white classmates. His comments were a hostile response to an African American speaker who shared …

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Learning about Privilege: Shattering Myths of Education and Embracing Growth

On December 3, 2014, Channel 2 News in Houston ran a story about a white male student who was “uncomfortable” with an ungraded assignment about white privilege. A professor teaching the first-year students’ course, Learning Frameworks, at Lone Star College-Tomball asked students to reflect on the white privilege checklist, marking which items related to them. …

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