Embrace your vision.

Want to align your social justice values with your academic scholarship and teaching? Get tips & resources to do just that.

NEW TILE enough y'all

The real talk podcast for social justice academics doing the soul's work

Enough Y’all is the real talk podcast for social justice academics doing the soul’s work. Enough Y’all is hosted by me, Dr. Kim Case, a social psychologist, Appalachian academic, and clogger with a passion for truth-telling. As your host, I explore the intricate and tangled web of academic socialization and myths that do immense harm to not only our social justice efforts, but also to us as whole humans. What if you could fully embrace your talents, swipe left on fear, claim your enough, declutter your career, and curate your most meaningful, reimagined life? Enough with all the career misery, exhaustion and burnout, academic brainwashing, internalized academic capitalism, and lack of compassion for ourselves. 

#enoughisenough #claimyourenough #weRenough

Season 3: social justice academics

Second of two episodes with Dr. Ryan Pickering: We extend our conversation with topics such as taking pride in “imposter” skills, recognizing imposter “syndrome” as a systems issue, studying upper-class vacations and hobbies, extreme isolation in the academy, working-class ways of knowing and being as strengths such as a sense of agency and “figuring it out,” questioning the idea that low-income people do not understand finances, institutional moves to “keep out the poors,” frustration with institutional waste, and our need for something rare = allies to working-class faculty. 

Episode 28: Life of a working-class academic part 3

First of two episodes with Dr. Ryan Pickering: We cover the distinction and overlap between low-income and working-class. We dig into our perspectives on the idea of a working-class culture, internalized classism, shame and the idea of “escaping” into education, unlearning Mainerrisms, hiding who you are for survival, working-class norms to help others but do not seek help, academic perfectionism as a strategic for hiding class identity, passing shame to our families, and the extensive emotional labor and physical self-policing we do to assimilate into the academy. 

Episode 27: Life of a working-class academic part 2

Dr. Chris Hakala and I tackle how to define “social class” and the impact of class on our educational experiences. We covered a lot including: social class as a psychological variable, the power of an affirming teacher in childhood, how a friend’s skis can change your life, how our working-class backgrounds affected life as faculty members, working-class work ethic, elitism bias about degree pedigree and status, keeping family and the academic career in separate spheres, class code-switching in the academy, and wearing jeans to work…on purpose. 

Episode 26: Life of a working-class academic part 1

Dr. Emily Keener describes the road to convert a standing learning goal into a university-wide required DEI cours. They outline the components of the carefully designed training and certification that faculty must complete before offering a course within the DEI GenEd requirement. We talked about the common confusion between inclusive teaching practices versus the critical pedagogical skills needed to teach content about social justice, systemic power, and intersectional oppressions. They shared insights for navigating institutional structures, building a broad and deep coalition, and the essential partnership with the campus teaching center (YEY!).

Episode 25: Required DEI course & faculty certification

Dr. Leah Warner outlines the components of an interdisciplinary required gened course on social identity, social power, and social change. She describes student engagement in projects focused on change, as well as the roadmap for how a network of faculty successfully implemented this social justice course. Leah shares insights for understanding invisible walls within institutions that can stall change, how to utilize formal paths for organizational change, and the value of anchoring that change within institutional structures for maximum longevity.

Episode 24: Required social justice course

Dr. NiCole Buchanan guides us on a journey to intentionally craft our service choices with 6 steps for saying no and setting healthy boundaries. We tackle the values-driven “no,” letting go and saying goodbye to what does not serve us, and getting away from our patterns of always doing for everyone else. Sometimes we even need to say no to what DOES align with our values. NiCole shares practical tips for tracking, reflecting, and making better decisions about your service.

Episode 23: Values-driven service & the right to say NO

Dr. Jordan Wagge and I had far too much fun on this one. We covered quite the range of topics including: white women educators moving from a savior complex to a critically reflection pedagogue, getting a broader range of students into research labs, moving from sage on the stage to a tour guide approach to teaching, expectations of professionalism in the academia, anti-fat bias, whether the full moon causes strange behaviors, and how academic messages can squash creativity. Whew! Lots to discuss here!

Episode 22: Teaching to strengths, anti-fat bias, & reflective pedagogy

Dr. Michelle Nario-Redmond shares how she came to recognize extreme academic neglect of disability as a group, identity, and culture. We discuss the power of connecting to one’s disability community, disability culture, and the historical fight for civil rights. She provides an overview of the most common myths and stereotypes that alter the way we view disability. For educators, she offers a warning about disability simulation exercises, the lack of evidence supporting the effectiveness of these approaches, and the harm they can cause. Her 2019 book full of activist pages, Ableism: The causes and consequences of disability prejudice, is a must read. We concluded the episode with Dr. Nario-Redman’s pedagogical advice, as well as broader corporate inclusion of disability, and how allies can help advance disability equity in educational and workplace settings.

Episode 21: Disability community, culture, and alllies

Dr. Simon Howard, AKA SiHow The Doctor, brings his perspective on navigating the academy, pressures to turn down your authentic self, and making an intentional decision to bring your full authentic self to your faculty role. We talk about hip hop as a survival tool, pedagogical approach, and valid scholarship. Dr. Howard shares his award-winning psychology of racism playlist assignment (SPSSI teaching award 2022). 

Episode 20: Hip hop & your full authentic  self

Dr. Sarah Cronin openly shares about her journey with disclosure of her own intersectional identities within her teaching practice. We cover identity and emotional safety, power, privilege, institutional context as relevant factors in the decision to disclose, and the need to unpack imposter syndrome. Sarah shares her perspectives on the pedagogical advantages to instructor disclosure while offering advice on practicing “boundaried generosity.” We close with some discussion of anti-racist pedagogy and emotional labor in relation to identity.

Episode 19: Educator identity disclosure as pedagogy

Dr. Jamie Franco-Zamudio takes on her career journey through stages of finding her social justice fit (job), realities of academic culture, losing herself to the academic prototype, finding community, leaving tenure, and her current path to healing. We cover so many topics: basic versus applied research, the importance of supportive peer mentors, code switching for survival, identities interwoven with institutions, validating activism and publicly engaged scholarship, and more.

Episode 18: Losing yourself and healing yourself

Trips? Family time? Planning for fall? Let’s talk about how to make this July yours. July does not have to become a fall planning month without fun and refreshing days doing nothing. July can be yours if you will let it.

Episode 17: Make July yours

How much has the default critical culture of academia influenced your self-worth? My guess is most of us have not stopped to analyze the extent to which our subconscious has absorbed the negative messages that make us feel infinitely less than and not worthy. This episode is all about recognizing what we have been taught to believe about ourselves and breaking that cycle. You can focus on what you do well and resist the pressing message that you can never do enough or be enough.

Episode 16: You are more than your CV

One woman’s story:  Learn all about the benefits of having a strong professional support network. Social justice academics need community now more than ever. Dr. Sandy Neumann shares her experiences with getting back to herself and what she really wants to do with her career and how group coaching made it happen. She was a member of the first cohort of Choose Your Own Adventure.

Episode 15: Is group coaching for you?

Feel like your work has gotten further and further from why you became an academic in the first place? Time to get clear on your WHY, your mission, your purpose. In this episode, I talk about the benefits of creating your why board or mission statement. And I walk you through some steps to get started. Your “why” statement can help you stay grounded amidst increasingly challenging times.

Episode 14: Get clear on your “why”

In this episode I describe my experiences with being expected to do all the things and what happened when I started upholding healthy boundaries. Guess what? Misery is not required of you. Boundaries are a good thing. You can be a social justice academic AND not run yourself into the ground. What messages have you absorbed from the academy that prevent you from creating and upholding boundaries?

Episode 13: Misery not required

For the past year or so, I started calling my people, my community “social justice academics.” In this new season, I will explore why we need this phrase or label, why it speaks to our identity, how we can support each other, and ways to stay grounded in our values as the academy becomes more and more challenging.

Episode 12: What is a social justice academic?

Season 2: anti-racist pedagogy

Dr. Lindsay Bernhagen joins me for this episode as we unpack the need for white humility and pedagogical humility among white educators hoping to engage with anti-racist pedagogy. She offers a fresh perspective of anti-racist pedagogy has a deeper and more expansive version of critical pedagogies many faculty already effectively apply. We also critique the performative culture of higher education and encourage more vulnerability and honest communication with students about our own imperfections as white anti-racist allies.

Episode 11: Lindsay Bernhagen

In this episode, Dr. Brooke Vick reminds us that anti-racist pedagogy is not a new approach and was/is often actively discouraged or punished when enacted by faculty of color. She describes the impact on faculty color such as negative responses from students and colleagues to gaslighting and threats to job security. Dr. Vick recommends faculty of color find your support community and calls for anti-racist educators to intentionally infuse pathways for students to explore hope and their own contributions to racial justice.

Episode 10: Brooke Vick

Happy to chat with Dr. Cyndi Kernahan about the motivations behind legislative attacks on critical race theory, and therefore anti-racist pedagogy. We critique the assumption of race-neutral laws and policies, banking, housing, etc. that uphold systemic racism. We also cover teaching about racism and moving students from focusing on good vs. bad white people and interpersonal prejudice to critical analyses of race, power, and systems.

Episode 9: Cyndi Kernahan

Marissa Salazar, Doctoral candidate in Psychology at the University of Michigan expands our thinking about anti-racist pedagogy to intro-level survey courses across the curriculum. We discuss the contrasts between multiculturalism and cross-cultural comparisons versus anti-racist approaches to learning. In this episode, we also challenge the practice of including racial disparities information without incorporation of strength-based research and analyses of power and systemic racism.

Episode 8: Marissa Salazar

In this episode, Dr. Joan Ostrove and I tackle the all too common confusion of inclusive teaching practices with anti-racist pedagogy. While anti-racist pedagogy is certainly inclusive, inclusive practices are quite often applied without any infusion of anti-racism or historical context. We discuss the overlap among anti-racist pedagogy and the idea of education as liberation (hooks, 1994).

Episode 7: Joan Ostrove

Season 1: the psychology of whiteness and anti-racism

Episode 6: Lisa Rosenthal

Lisa Rosenthal asks white anti-racist accomplices to stay focused on the goal: dismantling white supremacy and all forms of oppression. She points out white anti-racism necessitates accepting we are all brainwashed. She also models admitting that even though she does this work full-time, she still unknowingly hurts people of color and gets it wrong. She calls on white anti-racism to be grounded in Black intersectional feminism and deliberate focus on policy change.

Legal scholars Stephanie Wildman and Margalynne Armstrong discuss white privilege and its deep connections to policy and advantage in education, employment, housing, and policing. They highlight recent increased pushback to learning about white privilege, whiteness as a gatekeeper, and the false sense of protection whiteness provides to white people. Wildman’s book “Privilege Revealed” was reissued by NYU Press in 2021.

Episode 5: Stephanie Wildman & Margalynne Armstrong

Episode 4: Stephanie Fryberg

Stephanie Fryberg explains the negative impact of both invisibility and narrow stereotypical media representations of Native and Indigenous people. Typical representations of Native people place them in the past, thus rendering current lived experiences invisible. She provides historical context for Columbus Day, Thanksgiving, and sports mascots “honoring” Native stereotypes and how history is designed to make white people feel better.

Adaurennaya “Ada” Onyewuenyi speaks with us about how we train teachers for the pre-K through 12 and higher education and what is missing from the curriculum. With mostly white teachers and administrators in our schools, students experience a cultural mismatch. Even in schools with Black teachers and principals, students of color face similar stereotypes and over-policing.

Episode 3: Ada Onyewuenyi

Episode 2: Luis Rivera

Luis Rivera describes what we know about implicit, unconscious, automatic bias based on research findings. He connects implicit bias, or our uncontrolled associations, with the maintenance of systemic racism. Luis also provides advice on how we interrupt unconscious bias and replace it with explicitly anti-racist action.

Peggy McIntosh, author of the two autobiographical papers (1988-89) that spawned decades of privilege studies, discusses how privilege impacts her life. She talks about the mistaken belief that good white people cannot be racist. Peggy points out that recognizing white privilege can go up against some white people’s feelings of virtue and beliefs in meritocracy and individualism.

Episode 1: Peggy McIntosh