Trauma-Informed Pedagogy
Overview Trauma-informed pedagogy is becoming increasingly more common as a result of multiple factors, including the national focus on racial […]
Overview Trauma-informed pedagogy is becoming increasingly more common as a result of multiple factors, including the national focus on racial […]
This resource guide aims to provide instructors with both an overview of race, including its construction and historical context as well as ways to mobilize this information to have deeper interactions with others, particularly students in the classroom, around race and racism.
This resource guide highlights characteristics of white supremacy culture, as outlined by Dr. Tema Okun, that can be pervasive in organizations and institutions.
This discussion-based activity guides students in understanding privilege and oppression as concepts.
This resource guide provides an overview of dialogic techniques to integrate with one’s instructional strategies and course content.
In this activity, students imagine creating a school designed to maintain oppressive norms, considering what institutional oppression looks like and how it is perpetuated.
This activity guide is intended to serve as an example of how to engage with “perfectly logical explanations” or dominant narratives raised in classroom discussion.
Students will discuss dominant narratives – explanations or stories told in service of the dominant social group’s interests and ideologies.
This resource explains stereotype threat, provides a few strategies for counteracting stereotype threat, and directs instructors toward further resources.
The guide offers reflective questions for instructors to explore and suggestions for appropriate ways and forums to work through the personal challenge of anti-oppressive work.