Q 1. Royster criticizes that the mainstream society does not allow underrepresented groups to make their own voice. Her concern continues to a classroom situation at the end of the essay. Schools can be much more institutionalizing and authoritative place that erases one’s voice than scholarly conferences because of an apparent power gap between teachers and students. How can we assure students voices to be heard in a classroom where various students from various backgrounds are gathering?
Q 2. In the previous class, we discussed how we can offer help to students with a disability if they decline it and do not want to discuss it. According to Wood et al., the presumptive offer of help can be “a reductive process” (147), and they suggest adopting “metis” and “kairos” (148,149) instead. They illustrate circumstances under these rhetorical concepts but do not explain them. How would you explain/define the attitude teachers are required based on the examples?
Hi Chiyon,
ReplyDeleteYour first question is really making me think about how classes can be made to be more inclusive. One approach that Royster offers is to include texts or material that encourages conversation, and exchange of ideas about identity across cultural boundaries. Additionally, students could be given creative assignments and presentations that make an arguement for their personal identity, which will hopefully create an atmosphere of inquiry and discovery and sharing.