Acknowledging our student’s souls: a case for creating an equity-focused syllabus
bell hooks states that the necessary conditions for learning to begin – deep and intimate learning – requires respect and care for our students. However, educators have been told they need to enculturate into the higher education social hierarchy for generations – to be the ‘sage on the stage’ rathe...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Published: |
2022
|
| In: |
Contemporary justice review
Year: 2022, Volume: 25, Issue: 3/4, Pages: 221-244 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Check availability: | HBZ Gateway |
| Keywords: |
| Summary: | bell hooks states that the necessary conditions for learning to begin – deep and intimate learning – requires respect and care for our students. However, educators have been told they need to enculturate into the higher education social hierarchy for generations – to be the ‘sage on the stage’ rather than creating course and classroom environments that support engaged learning. Our students are intimidated by, and sometimes even, afraid of us from day one as they read our jargon-heavy, punishment-laden, bold-faced, underlined, and all-caps syllabi. We can take steps towards decolonizing our courses, by building equity-driven syllabi that enable students to succeed from day one. This paper provides reflection and practical ideas (that you can use) to create an equity-driven syllabus, demonstrative of your love for teaching and respect and care for your student’s souls. |
|---|---|
| ISSN: | 1477-2248 |
| DOI: | 10.1080/10282580.2023.2181283 |
