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Exploring Student-Faculty Partnerships as Anti-Racist Pedagogy
March 12 @ 2:00 PM - 4:00 PMFree
The tragic COVID-19 pandemic revealed long-standing inequities in America that have been disguised by post-racial ideology; it shattered the perception of higher as the great equalizer, and it exposed systemic injustices operating as the status quo. As we envision the times beyond the recent climaxes of these dire crises, what is our responsibility within higher education for resisting intersecting forms of oppression? How do we understand and enact anti-racist pedagogy to create authentically inclusive educational spaces? Join Dr. Chanelle Wilson, Bryn Mawr College, and Mercedes Davis, Haverford College ’20, as they facilitate an interactive workshop about student-faculty partnerships and co-teaching as a form of anti-racist pedagogy. The workshop will include theoretical grounding and practical strategies for entering into and expanding classroom partnership, along with the opportunity for interactive engagement with these concepts.
Dr. Chanelle Wilson is an Assistant Professor of Education in the Bryn Mawr/Haverford Colleges Education Program, and the Director of Africana Studies at Bryn Mawr College. Dr. Wilson has served as a public school practitioner, teaching secondary education students, in the United States and around the world. She enjoys facilitating knowledge in a way that encourages personal connections, promotes critical thinking, highlights contemporary relevance, and necessitates justice. Her current scholarship focuses on race and anti-racism in education, decolonization of schools and the mind, students as teachers and learners, culturally relevant pedagogy in international schooling contexts, and multicultural education in K-12 settings. Dr. Wilson employs strategies of mindfulness and emotional support, with `a steady underlying premise of love, joy, and hope.
Mercedes Davis holds a BA in Sociology and Education from Haverford College, where she specialized in studies of race, socioeconomic inequality, and cultural processes.