1. Royster writes in depth about how marginalized groups of people feel when others not a part of said group engage in discourse that could be seen as both silencing and discounting the voices that they are speaking about. As an instructor one is bound to have to speak on a group that they do not necessarily "belong" to. How do you think is the best way to handle situations such as these?
2. Where We Are: Disability and Accessibility gives several examples of exercises that teaching workshops utilize in order to build a curriculum that emphasizes "inclusion rather than mere troubleshooting." What are some other exercises that you think could work in applying that same principle in your own classroom?
Regarding your first question, I think the attitude we should divert from most is to assume we know who others are. Especially in Scene Three, the problem happened because the audience presumed what her "authentic" voice was and expected to hear the specific kind of voice from her. If we admit that we cannot truly know each other and thus we need each other to speak for themselves, I think that will be the first step to handle these difficult situations in a classroom.
ReplyDelete