When Pedagogy Is Painful: Teaching in Tumultuous Times

Area of Science:

• Social Sciences
• Education
• Sociology

Background:

• The classroom is increasingly impacted by external societal issues like police brutality and racial aggression.
• Students encounter pervasive intolerance, hatred, and racial inequality, challenging traditional notions of a neutral classroom.
• Critical pedagogy and social justice advocates aim to integrate these societal events into educational materials.

Purpose of the Study:

• To synthesize and discuss the dual experiences of students and teachers in a Race and Ethnicity course during heightened racial tensions.
• To identify and present personal and pedagogical strategies that emerged from navigating these sensitive topics.
• To explore the emotional and psychological impact of discussing race and ethnicity in an academic setting.

Main Methods:

• Qualitative synthesis of student and teacher experiences within a single Race and Ethnicity course.
• Analysis of personal and pedagogical strategies developed in response to course content and external events.
• Reflective discussion on the challenges and benefits of integrating social justice issues into the curriculum.

Main Results:

• The course generated significant emotional and pedagogical challenges for both students and the instructor.
• Personal and pedagogical strategies were developed to facilitate healing, understanding, and critical thinking amidst racial tensions.
• The integration of current events into the curriculum, while difficult, proved valuable for deeper learning.

Conclusions:

• The classroom can serve as a vital space for healing and understanding, not just objective learning, especially concerning race and ethnicity.
• Effective strategies are crucial for managing the emotional labor involved in teaching and learning about sensitive social justice topics.
• Further research is needed on the long-term impact and best practices for socially conscious pedagogy in higher education.