Sep 22

White Supremacy in the Classroom: Beyond Anti-racism as Palliation

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https://tinyurl.com/SRFall2020
  • Add to Calendar 2020-09-22 17:00:00 2020-09-22 18:00:00 White Supremacy in the Classroom: Beyond Anti-racism as Palliation The Susan Ratner '86 Writing and Speaking Pedagogy Series Presents: White Supremacy in the Classroom: Beyond Anti-racism as Palliation a lecture by Professor Vrinda Condillac, Lecturer and Professor of First-Year Writing at Barnard College The current moment has made it very hard to ignore that it’s not only inadequate but dangerous to continue our pedagogical business as usual. Even while we make our elite spaces more diverse and our syllabi more representative, our classroom and institutional cultures invisibly help to reproduce the larger system of white supremacy whose violence and whose stakes are very clearly visible. Our efforts at diversity and inclusion often only manage and palliate white supremacy rather than address its root causes. How then can we move forward as instructors knowing that even some of our best efforts only continue to sustain the problem? To grapple with this question, I reflect on my work with the First-Year Writing Program to make our curriculum and pedagogical practices inclusive and anti-racist. By drawing on the work of black radical activists and thinkers on the persistence of white supremacy, and by reflecting on my own identity’s complex entanglement in it, I consider what it might look like to go beyond a pedagogy of palliation so that the unmaking and remaking of our classrooms and ourselves might address that supremacy at its roots. https://tinyurl.com/SRFall2020 Barnard barnard-admin@digitalpulp.com America/New_York public

The Susan Ratner '86 Writing and Speaking Pedagogy Series Presents:

White Supremacy in the Classroom: Beyond Anti-racism as Palliation

a lecture by Professor Vrinda Condillac, Lecturer and Professor of First-Year Writing at Barnard College

The current moment has made it very hard to ignore that it’s not only inadequate but dangerous to continue our pedagogical business as usual. Even while we make our elite spaces more diverse and our syllabi more representative, our classroom and institutional cultures invisibly help to reproduce the larger system of white supremacy whose violence and whose stakes are very clearly visible. Our efforts at diversity and inclusion often only manage and palliate white supremacy rather than address its root causes. How then can we move forward as instructors knowing that even some of our best efforts only continue to sustain the problem? To grapple with this question, I reflect on my work with the First-Year Writing Program to make our curriculum and pedagogical practices inclusive and anti-racist. By drawing on the work of black radical activists and thinkers on the persistence of white supremacy, and by reflecting on my own identity’s complex entanglement in it, I consider what it might look like to go beyond a pedagogy of palliation so that the unmaking and remaking of our classrooms and ourselves might address that supremacy at its roots.