I am committed to furthering diversity and inclusion in my classroom. My approach is particularly informed by two theories: intersectionality and trauma-informed pedagogy (TIP). I also follow pedagogical practices in writing that minimize the effects of colonization on marginalized people in their work. I strive to create an equitable environment in which we do not discriminate based on culture, gender, race, gender identity, sexual identity, ability, appearance, or religion. We seek to understand each other better to unpack our biases and expand our schemas.
I create space for all voices in my classroom, but I work to center marginalized voices whenever possible. This means allowing students with intersecting identities of oppression space to discuss their perspectives and experiences as frequently as possible and encouraging research and discussion on and by populations that are under-researched.
Trauma-Informed Pedagogy provides guidelines for minimizing harm to students who may experience secondary trauma from the study or discussion of traumatic issues, such as violence, family abuse, and childhood sexual abuse. I allow students to use coping mechanisms in the classroom and provide alternative assignments for students who may have first-hand experiences of these and other issues.
Finally, when designing and evaluating writing assignments, I value the ability to think and communicate clearly over replicating the white, privileged norms of grammar and syntax in academic writing. My training in minimal marking practices helps students prioritize communication over perfection, and allows students to develop their thinking while improving their writing.