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Abstract

When student perspectives, needs, and wants are left out of academic discourse, the discursive structures necessary to encourage, organize, and evaluate their voice are absent. Students then become ambivalent, instead of exercising their voice and decisively assessing the value of their contributions. This original teaching activity targets the problematics that constrain voices in the classroom, inviting readers and listeners to consider their positionality and action as a commitment to a Feminist Pedagogy of Inclusion (FPoI). This method allows students and professors to deliberately hold a space where the act of witnessing is more than simply observing voices. The intended result is a comprehensive way of engaging inclusively.

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