In Part 2 of the podcast Professors Case and Rios talk about student and institutional resistance and challenges, along with concrete curricular and teach suggestions for a culturally relevant pedagogy.
Dr. Case’s blog has tons of resources and practical materials and is available at: www.drkimcase.com
Books and Articles:
Carastathis, Anna. 2016. Intersectionality: An Intellectual History. University of Nebraska.
Cole, Elizabeth, Case, Kim A., Rios, Desdamona, Curtin, N. 2011. “Understanding What Students Bring to the Classroom: Moderators of the Effects of Diversity courses on Student Attitudes.” Cultural Diversity and Ethnic Minority Psychology 17/4: 397-405.
Case, Kim A., ed. 2013. Deconstructing Privilege: Teaching and Learning as Allies in the Classroom. Routledge.
Case, Kim A., ed. 2017. Intersectional Pedagogy: Complicating Identity and Social Justice. Routledge.
Cho, Sumi K., Crenshaw, K.W., and Leslie McCall. 2013. “Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis. Signs: Journal of Women in Culture and Society 38/4: 785-803.
Collins, Patricia Hill and Serma Bilge. 2016. Intersectionality: Key Concepts. Polity.
Crenshaw, Kimberlé W. 1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review 43: 1241-1299.
Dill, Bonnie Thorton and R.E. Zamrana, eds. 2009. Emerging Intersections: Race, Class, and Gender in Theory, Policy, and Practice. Rutgers University Press.
Dobson, Miriam. “Intersectionality: A Fun Guide.” https://miriamdobson.com/2013/04/24/intersectionality-a-fun-guide/
Granzka, P. 2014. Intersectionality: A Foundation and Frontiers Reader. Westview.
Guidroz, K. and M.T. Berger. 2009. “A Conversation with Founding Scholars of Intersectionality: Kimberlé Crenshaw, Nira Yuval-Davis, and Michelle Fine. Pp. 61-78 in Berger and Guidroz, eds., The Intersectional Approach: Transforming the Academy through Race, Class, and Gender. University of North Carolina Press.
Hancock, Ange-Marie. 2016. Intersectionality: An Intellectual History. Oxford University Press.
May, Vivian. 2015. Pursuing Intersectionality: Unsettling Dominant Imaginaries. Routledge.
Teaching Tolerance 101:
Intersectionality and Supreme Pizza:
This podcast focuses on intersectional pedagogies, and what the consideration of multiple socially-constructed identities and social locations bring to the learning journey. The conversation is with two leaders in the field, Profs. Kim Case and Desdamona Rios of the University of Houston at Clear Lake. Issues of privilege, power, and social justice are all made clearer in the intersections.
Intersectionality is “a complex analysis of both privileged and oppressed social identities that simultaneously interact to create systemic inequities, and therefore lived experiences of prejudice and discrimination, privilege, and opportunities, and perspectives from particular social locations” (Case, Intersectional Pedagogy).
Kim A. Case, Ph.D., is Professor of Psychology at the University of Houston-Clear Lake (UHCL) and director of the Applied Social Issues graduate degree. Prof. Case teaches courses She has won multiple teaching and service awards. Her two co-edited books, Deconstructing Privilege: Teaching and Learning as Allies in the Classroom (Routledge, 2013) and Intersectional Pedagogy: Complicating Identity and Social Justice (Routledge, 2017), bring intersectional theories into pedagogical practices. Kim shows us the practical implications and transformative possibilities of prioritizing intersectional issues of race, class, gender, sexuality and the rest in the college classroom.
Desdamona Rios, Ph.D. is associate professor of Psychology at UHCL. She has a joint doctorate in Women’s Studies and Psychology from the University of Michigan. Her research focus is on narrative identities and promise for Latinx American high school students and LGBTQ college students. Prof. Rios has articles in both of Kim’s edited books; in Deconstructing Privilege: “Recognizing Privilege by Reducing Invisibility: The Global Feminisms Project as a Pedagogical Tool” (with Abigail J. Stewart). In Intersectional Pedagogy she has co-written two articles: “Decentering Student ‘Uniqueness’ in Lessons about Intersectionality” (with M. Bowling and J. Harris) and “Infusing Intersectionality: Complicating the Psychology of Women Course.”
I’ve invited both scholar-activists to guide us through the complicated and vital issues of intersectional theories and practices in the classroom. They discuss issues of student-centered learning environments, the importance of self care, taking risks in the classroom, the current political moment, and social action.
Chris Crass’ website has the list of his publications and other resources in popular education and organizing:
In this second part of the podcast Profs. Westfield and Lockhart-Gilroy go deeper in their discussion of embodied teaching and learning, utilizing womanist epistemologies. Critical race theory provides a framework for understanding the dynamics of race in the classroom. They describe their classrooms as multisensory—honoring the whole selves in the space to make places for the imagination, and the creative mind and body. They leave us with an exploration of what a truly revolutionary womanist pedagogy entails.
The music for part 2 is from “Prayer for Syria” by Paul Myhre, associate director of the Wabash Center for Teaching Theology and Religious Studies. You can find his music at https://www.reverbnation.com/paulomyhre
Womanist pedagogies is a way of teaching that connects stories and bodies and lived experience in the classroom. In part one of this podcast, I talk with Dr. Nancy Lynne Westfield and Dr. Annie Lockhart-Gilroy of Drew University Theology School about the origins of womanist pedagogies—the forebearers and the definition—and the practices in the classroom. Scholars in multiple academic disciplines adopt the term “womanist” from Alice Walker’s definition in In Search of Our Mothers’ Gardens. The focus of the discussion here is in religious education and theological studies. The discussion centers around the “wisdom-speak of the wisdom-kin,” the necessity of kitchen table conversations and the spaces of the ordinary, and the audacity of naming oneself.
Dr. Annie Lockhart-Gilroy (left) is Assistant Professor of Christian Education and a Louisville Post-Doctoral Fellow at Drew Theology School. She teaches classes in Christian Education and Practical Theology. Her forthcoming book is entitled, Transforming Cities: Nurturing the Sanctified Imagination of Urban Youth.
Dr. Nancy Lynne Westfield (right) is Professor of Religious Education and director of the Public Theology Initiative at Drew University Theology School in Madison, N.J. She is an ordained deacon in the United Methodist Church, a frequent contributor to HuffPost, and a blogger for the Wabash Center for Teaching and Learning in Theology and Religion. She speaks first on the podcast.
The theme music for part 1 is written by Aviva and the Flying Penguins and performed by Aviva and Lance Erik Haugan. You can find more of Lance’s music at https://soundcloud.com/lance-haugan. Additional interstices music is from “Prayer for Syria” by Paul Myhre, associate director of the Wabash Center for Teaching Theology and Religious Studies. His music is available at https://www.reverbnation.com/paulomyhre/
In Part Two of our conversation Chris Crass talks about what activist/popular education and movement building mean for higher education. Chris is a co-founder of the Catalyst Project: Anti-Racism for Collective Liberation (https://collectiveliberation.org/) that offers political education and organizing support. He also discusses his commitment to dismantling patriarchy and misogyny (see his essay: http://thefeministwire.com/2013/06/against-patriarchy-tools-for-men-to-further-feminist-revolution/). Systemic change brings personal transformation. In these times of attacks on equity and racial justice, Chris discusses how to find hope in resilience and resistance. First step: to educate ourselves and show up for racial and gender justice. Chris reminds us: We are the 99%.
Activist, organizer, writer and social change agent Chris Crass (http://www.chriscrass.org/) is committed to the long haul of justice work. In Part One of our conversation, Chris talks about his background, the many movement building mentors and the collective liberation of oppressed groups. He is the author of two books, Towards Collective Liberation: Anti-Racist Organizing, Feminist Praxis, and Movement Building Strategy (PM Press, 2013) and Towards the “Other America”: Anti-Racist Resources for White People Taking Action for Black Lives Matter (Chalice Press, 2015). In his anti-racist work he begins with the historical and structural definition of racism from The People’s Institute for Survival and Beyond (http://pisab.org/): racism is individual race prejudice plus structural/institutional power. Chris works to build dynamic multiracial alliances, with an intersectional framework—“working class-based, feminist, multiracial movements for collective liberation.”
Here’s some homework: find out about the use of the asterisk:
Avery Tomkins, “Asterisk,” TSQ: Transgender Studies Quarterly 1 (1-2): 26-27: http://tsq.dukejournals.org/content/1/1-2/26.full. See also: “Why we used trans* and don’t anymore”: http://www.transstudent.org/asterisk
Movement Strategy Center: http://movementstrategy.org/
Link to The Transitions Initiative and Transitions Labs: http://movementstrategy.org/msc-approach/transition/
Out of the Spiritual Closet: Organizers Transforming the Practice of Social Justice, Kristin Zimmerman, Neelam Pathi Konda, Brenda Salgado Taj James, MSC, 210:
In these two podcast segments, T.J. explores the current context for trans*educators, the genderism, or forced labeling, the siloing of student affairs staff and faculty, and the possibility of collaborations and working across institutional boundaries. T.J. embodies, in his teaching, workshops, and scholarship, what it means to be intersectional. He shows why faculty in higher education need to build coalitions with student affairs staff. From bell hooks’ statement, “Theory is not inherently healing, liberatory, or revolutionary,” T.J. argues that we need to find and make places of co-learning and co-creating. T.J. asks us to consider: To whom are we accountable? In Part 2 Dr. T.J. Jourian talks about models of campus collaboration for justice, the growing critical mass of transgender scholars who are creating their own agenda and scholarship. He reminds us that “the gender expansive world is a given” and we all need to step up and into the challenges this brings to mainstream pedagogy and curriculum.
One of the items in my “Classroom Agreements” (or ground rules) in every class I teach is: “We will allow each other to make mistakes.” T.J. urges us to take risks, make mistakes, ask for help—but after we have done our homework (see your assignment below). For those of us committed to co-creating democratic spaces in our classes, transpedagogies are necessary, pushing the boundaries to new liberatory possibilities.
T.J. also offers a definition of leadership that is “leaderfull”, incorporating the voices of the masses on the margins. He leaves us with the question, based in reflexivity: “Who are your co-conspirators in the work? Are you a co-conspirator too?”
Follow T.J.’s blog at “Waking Up Tired: Not Your T*oken”: http://www.tjjourian.net/blog-waking-up-tired