Claudia, an English instructor, teaches a unit in her first-year survey course on the African Diaspora with a focus on African American history and literature. At the end of the unit, with 10 minutes remaining, Claudia invites the students in her class who identify as black to share their impressions of how they saw the African Diaspora shaping their families’ cultures. As her students began to share, Claudia became aware that few of her students identify as African American, and most identify as either Afro Caribbean or West African.
Claudia did not receive feedback on the conversation until her student evaluations of teaching were submitted at the end of the term – in which several students shared frustration that: (1) They were directly solicited to speak on behalf of their entire racial group; and (2) The focus of the course and the amount of time provided to explore the topic did not allow for adequate exploration of African peoples’ diverse lineages.
Claudia integrated this feedback into future class sections. In addition to expanding the discourse in her curriculum, she allotted more time for dialogue and redesigned her discussion prompt to include all student voices, so as to avoid imposing upon black students to educate their peers.
- The Issue: Claudia’s assumption that black students shared an African American experience and the brief time allotted for her students to share their impressions essentialized and reduced their racial experiences.
- The Deliberation: While Claudia’s students did not feel comfortable giving immediate in-person feedback, the end of term evaluation tool served as a secure place where students could share their concerns.
- The Growth: Claudia’s decision to change her curriculum and pedagogy is a recognition of the marginalizing impact of her previous practices. She has increased consciousness and sensitivity to exploring issues of racism and racism with her students.