Co-Creating Spaces for Full Selves: Student-Facilitated Pedagogy Circles for BIPOC Faculty
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| Title: | Co-Creating Spaces for Full Selves: Student-Facilitated Pedagogy Circles for BIPOC Faculty |
|---|---|
| Language: | English |
| Authors: | Alison Cook-Sather, Kaylyn Stewart, Rhoda Akua Ameyaa, Lela Aisha Jones |
| Source: | Journal of Faculty Development. 2023 37(1):69-71. |
| Availability: | Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Minority Group Teachers, College Faculty, Women Faculty, COVID-19, Pandemics, Stress Variables, Trauma, Communities of Practice, Well Being, Teacher Student Relationship, Partnerships in Education, Educational Practices, Faculty Development, Educational Benefits |
| ISSN: | 2153-1900 2153-1919 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.ingentaconnect.com/contentone/magna/jfd/2023/00000037/00000001/art00010 |
| Accession Number: | EJ1458851 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2153-1900 2153-1919 |
