Fostering LGBTQ2S+ Inclusion in Online Education
Explore the critical pedagogy of care in online education, emphasizing LGBTQ2S+ inclusion. Dr. Michelle Skop presents strategies for fostering relationships, equity, and collective decision-making, promoting a trauma-informed, power-sharing approach. Learn practical tips for course planning and classroom processes that prioritize empathy, relational learning, and brave spaces. References highlight the importance of emotional support and inclusive teaching practices.
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Relationally Present, Virtually Remote: Fostering a Critical Pedagogy of Care within Online Education Michelle Skop, PhD, RSW (she/her) Assistant Professor, Faculty of Social Work Wilfrid Laurier University Email: mskop@wlu.ca FOSTERING LGBTQ2S+ INCLUSION IN ONLINE LEARNING
Lets Frame a Pedagogy of Let s Frame a Pedagogy of Critical Care as a: Critical Care as a: relational approach to teaching & learning foundation for equity & inclusion human right trauma-informed practice form of power-sharing & collective decision-making
Critical Care in Course Planning 1. Empathize & put yourself in your students shoes 2. Interrogate your own social location, biases, values & motives 3. Identify what type of care you need to perform this labour 4. Include your gender pronouns & values in your syllabus 5. Consider fostering joy, relationships, mental health & wellness as course learning outcomes 6. Be care-full in your course design (e.g., flipped classroom) 7. Share power by involving students in course decision-making
Critical Care in Classroom Processes 1. Assume everyone is doing their best 2. Foster a relational approach 3. Prioritize group process 4. Co-construct brave space classroom guidelines (Arao & Clemens, 2013) but restrict dominant narratives (Sensoy & DiAngelo, 2014) 5. Include students in developing course policies 6. Inform students of weekly topics in advance 7. Give permission to not be okay & create support spaces 8. Give permission to make mistakes this is reciprocal learning
References Adams, C., & Rose, E. (2014). Will I ever connect with the students? Online teaching and the pedagogy of care. Phenomenology & Practice, 8(1), 5 16. https://doi.org/10.29173/pandpr20637 Arao, B. & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L.M. Landreman (Ed.).The art of effective facilitation: Reflection from social justice educators. Sterling, VA: Stylus Publishing (pp. 135-150.) Goralnik, L., Millenbah, K., Nelson, M., & Thorp, L. (2012). An environmental pedagogy of care: Emotion, relationships, and experience in higher education ethics learning. Journal of Experiential Education, 35(3), 412 428. https://doi.org/10.1177/105382591203500303 Hennessey, E., Burrows, L. & Javed, H. (2020). Reaching beyond the screen: Critical considerations for equitable remote teaching. [webinar]. Wilfrid Laurier University. Leners, D. W., & Sitzman, K. (2006). Graduate student perceptions: Feeling the passion of caring online. Nursing Education Perspectives, 27(6), 315-319. MacGill, B. (2016). A paradigm shift in education: Pedagogy, standpoint and ethics of care. International Journal of Pedagogies & Learning, 11(3), 238-247. doi:http://dx.doi.org.libproxy.wlu.ca/10.1080/22040552.2016.1272531 Marx, G. (2011). Student and instructor perceptions of care in online graduate education: A mixed methods case study. Unpublished doctoral dissertation. Wichita, Kansas: Wichita State University. Sensoy, O. & DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in social justice education. Democracy & Education, 22(1), 1-10. Thompson, L. (1995). Teaching about ethnic minority families using a pedagogy of care. Family Relations, 44(2), 129 135. https://doi.org/10.2307/584798
