Abstract
How can educators speak truth to power in ways that decenter whiteness while supporting student learning across different levels of awareness? What does the right balance of challenge and support look like in today’s unpredictable college environment? These questions are drawn from my experience as a Black predoctoral fellow teaching “Intercultural Dialogue” at a traditionally white public liberal arts university in rural Minnesota. This paper—both a reflection and recommendations for practice—outlines my approach to co-constructing and scaffolding a conducive learning environment rooted in emancipatory pedagogy.
Recommended Citation
Watson, Ashley N.
(2025)
"Conversations Before the Conversation: Readying Dissidence through Norm-Setting,"
Feminist Pedagogy: Vol. 5:
Iss.
5, Article 1.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss5/1
Included in
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