We are teaching at a moment in which entrenched positions of bias and exclusion have been reaffirmed and reified in the national dialogue, while at the same time, our student populations are increasingly diverse representing a range of identities (racial, ethnic, linguistic, national, ability, gender, sexual-preference, and economic). As such, there is a growing need in academia to have an honest conversation about power dynamics in the classroom. Enacting inclusive pedagogies is necessary for students from historically marginalized and underrepresented groups to feel safe and have a voice; however, some educators may feel unprepared while others may feel too overloaded by their current responsibilities to undertake such work. Still others may feel they have to choose between teaching the “true” content of their classes and addressing the needs of “non-normative” students. This panel seeks to address a range of topics related to practical approaches for inclusion, awareness, diversity training, and the cultivation of empathy. The following questions serve as a guide for papers to develop or oppose: How can we employ pedagogical models (feminist, queer, hip-hop, etc.) to include rather than silence or tokenize these student populations? And how can we do so from micro levels (individual assignments) to marco levels (program development)? How do we implicate students from majority identity groups (white, cis, male, able-bodied, middle/upper-class, etc.) so they engage these concerns as necessary for their own lives? And finally, how do we use arts-based skills of noticing, interpretation, and critique as skill-sets for ethical engagements with difference?
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