CONGRESS CANCELED Teaching the Middle Ages with Inclusivity and Diversity (A Roundtable)
Description
In light of recent developments politically and within the field of Medieval studies concerning race, white supremacist factions, LGBTQ* needs, and the #MeToo movement, there is a necessity for more discussions on how to approach pedagogy and teaching in the Medieval Studies classroom. For graduate students who are just beginning to teach, building teaching philosophies and a toolkit of approaches to confronting misogyny, racism, and exclusivity is important. We hope to provide a space with this roundtable for discussing constructive approaches to the classroom in regards to these complex issues. Pedagogical frameworks of inclusivity and diversity will be encouraged in the discussion and presentations. Participants will also develop both philosophical and practical discussions for a more inclusive and diverse teaching of the Middle Ages that stresses content, including examples of syllabi and assignments, but especially presenting primary and secondary readings, images, and artifacts alongside discussions of pedagogical strategies. Jacob W. Doss
CONGRESS CANCELED Teaching the Middle Ages with Inclusivity and Diversity (A Roundtable)
Fetzer 1005
In light of recent developments politically and within the field of Medieval studies concerning race, white supremacist factions, LGBTQ* needs, and the #MeToo movement, there is a necessity for more discussions on how to approach pedagogy and teaching in the Medieval Studies classroom. For graduate students who are just beginning to teach, building teaching philosophies and a toolkit of approaches to confronting misogyny, racism, and exclusivity is important. We hope to provide a space with this roundtable for discussing constructive approaches to the classroom in regards to these complex issues. Pedagogical frameworks of inclusivity and diversity will be encouraged in the discussion and presentations. Participants will also develop both philosophical and practical discussions for a more inclusive and diverse teaching of the Middle Ages that stresses content, including examples of syllabi and assignments, but especially presenting primary and secondary readings, images, and artifacts alongside discussions of pedagogical strategies. Jacob W. Doss