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UMSI Anti-Racist Pedagogy Workshop Series: Part III

04/07/2021, 03:00 pm - 04:30 pm
Online

UMSI Anti-Racist Pedagogy Workshop Series

Join us for a series of workshops with Dr. Whitney Peoples that will focus on anti-racist pedagogy and curriculum development. As part of the educational opportunities hosted by the UMSI DEI Committee, the Anti-Racist Pedagogy Workshop Series is intended for faculty and staff who have instructional teaching and learning roles and participation will be capped at 50 attendees. 

The Anti-Racist Pedagogy Workshop Series will occur in three parts and participants are strongly encouraged to attend all three:

  • Part I - Anti-racist pedagogy and creating open and inclusive spaces for discussion  |  Wednesday, March 24, 2021

This interactive workshop will introduce anti-racist pedagogy as an effective framework for instructors teaching about race and racial inequity in their course and those looking to navigate the dynamics of race and inequity as they play out in their teaching and learning spaces. Participants in this workshop will be introduced to the history, goals, and fundamental principles of anti-racist pedagogy. Participants will also have the opportunity to learn about and collectively reflect on strategies for employing an anti-racist pedagogy in their course design and classroom practice. The workshop is designed and facilitated by Dr. Whitney Peoples of the U-M Center for Research on Learning & Teaching.

  • Part II - Course design and creating opportunities for student feedback |  Wednesday, March 31, 2021| 

This session is a follow-up to the 3/24 anti-racist pedagogy workshop led by Dr. Whitney Peoples of the U-M Center for Research on Learning & Teaching. In this interactive workshop, participants will dive deeper into the framework of anti-racist pedagogy by applying the framework to course design & syllabus development. The session will focus on building participant skills & capacities for a critical reflective practice that examines instructor positionality & preparation as well key artifacts in course design & development, such as the syllabus. Participants will be prompted to think about questions such as “What do my course design practices assume about my students;” “Where in my syllabus can my students see my investment in anti-racist teaching;” “How can I make room for student voice & feedback in my courses?”  The session will be interactive and the facilitator will lead participants through a series of individual, pair, and small group exercises in which they may be asked to reflect, write, brainstorm, and share with colleagues. Participants should bring a syllabus to the session to use in some of the workshop exercises. 

  • Part III - Creating an anti-racist curriculum and in-class facilitation  |  Wednesday, April 7, 2021|

This session is a follow-up to the 3/24 & 3/31 workshops on anti-racist pedagogy & practice led by Dr. Whitney Peoples of the U-M Center for Research on Learning & Teaching. In this interactive workshop, participants will once again further explore the framework of anti-racist pedagogy by applying the framework to in-class facilitation and engagement practices. The session will focus on building participant skills & capacities for a critical reflective practice that examines setting the classroom tone, navigating conflict, & building opportunities for student and instructor growth & development alike.  The session will be interactive and the facilitator will lead participants through a series of individual, pair, and small group exercises in which they may be asked to reflect, write, brainstorm, and share with colleagues. 

All workshops will be held from 3:00-4:30 p.m. via Zoom

Registration is open for all three workshops.

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Whitney Peoples' Headshot

Whitney Peoples serves as a Director of Educational Development & Assessment Services and Coordinator of DEI Initiatives & Critical Race Pedagogies at U-M’s Center for Research on Learning and Teaching (CRLT). At CRLT, Dr. Peoples’ work focuses on anti-racist and critical race pedagogies as well inclusive teaching and issues of diversity, equity, and inclusion in the classroom. Beyond CRLT, she has over fifteen years of experience in feminist and critical race research, activism, and teaching, and holds a Ph.D. in women’s, gender, and sexuality studies from Emory University. Her research and writing outside of faculty development primarily concerns the intersections of race, gender, health, and popular culture. Most recently her work has appeared in The Chronicle of Higher Education and in the co-edited volume Radical Reproductive Justice: Foundations|Theory|Practice|Critique.