Co-Creating Spaces for Full Selves: Student-Facilitated Pedagogy Circles for BIPOC Faculty
In predominantly white institutions, BIPOC faculty experience the perpetual stressors of systemic inequity and imposter syndrome. COVID-19 added pandemic-induced traumatic stress. On top of both of these and out of care for all, but particularly BIPOC, students, female BIPOC faculty took on additional emotional labor during the pandemic. Acknowledging these realities, our teaching and learning institute created a new forum: "Pedagogy Circle for BIPOC Faculty." Co-facilitated by two BIPOC student partners, this counter-space promotes wellbeing for participating faculty and student facilitators through inviting them to bring their full selves to a focus on presence, not only revisions of pedagogical practice.
Keywords: BIPOC FACULTY; PEDAGOGICAL PARTNERSHIP; STUDENT-FACULTY PARTNERSHIP
Document Type: Research Article
Publication date: January 1, 2023
More about this publication?
- The Journal of Faculty Development, founded in 1983, is an independent, peer-reviewed journal. Issued three times per year, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions.
- Information for Authors
- Subscribe to this Title
- Ingenta Connect is not responsible for the content or availability of external websites
- Access Key
- Free content
- Partial Free content
- New content
- Open access content
- Partial Open access content
- Subscribed content
- Partial Subscribed content
- Free trial content