UNH 3030, 1 LMU Drive, Los Angeles, CA 90045

#diversity, teaching, privilege
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Moderated by: Kim Case, PhD, Psychology and Women Studies, University of Houston-Clear Lake

Naming and deconstructing privilege in the classroom often results in student resistance and pedagogical obstacles for instructors (Case & Cole, 2013; Case & Hemmings, 2005; Lawrence & Bunche, 1996; Tatum, 1994; Wise & Case; 2013). This workshop introduces a pedagogical model for facilitating student learning about privilege (Case, 2013). What approaches can we use to address privilege and student resistance as it plays out within the classroom learning community? What happens when we offer students the opportunity to reflect on ways that privilege affects the classroom experience? What happens when we challenge students (and ourselves) to think in more complex and comprehensive ways about how social identities intersect to affect lived experiences? The interactive workshop will explore these questions and various strategies for responding to privilege in the classroom and student resistance. Workshop participants will engage in critical thinking activities, peer discussions, and practice exercises to facilitate learning about privilege and intersectionality in their own classrooms.

Kim A. Case, Ph.D. is Professor of Psychology and Women’s Studies at the University of Houston-Clear Lake (UHCL) where she directs the Applied Social Issues concentration within the Psychology Master’s program. Her mixed-methods research examines ally behavior when encountering bias and interventions to increase understanding of intersectionality and systemic privilege (e.g., male, heterosexual, White), reduce prejudice, and create inclusive spaces within educational and community settings. Her pedagogical scholarship addresses diversity-course effectiveness, inclusive classroom practices, and teaching for social justice. Her edited book, “Deconstructing Privilege: Teaching and Learning as Allies in the Classroom” (2013), focuses on pedagogical strategies for teaching about privilege through an intersectional lens. Her upcoming book will emphasize intersectionality pedagogy more specifically: Intersections of Identity: Pedagogy for the Classroom and Social Justice. In 2013, the Society for the Psychological Study of Social Issues (SPSSI APA Division 9) named Dr. Case as the Innovative Teaching Award winner for her student project on public education and intersecting social identities. The project also earned the 2012 Social Psychology Network Action Teaching Award - Honorable Mention. In recognition of her teaching, Dr. Case was also awarded the University of Houston-Clear Lake Distinguished Faculty Teaching Award, the Alumni Association’s Outstanding Professor Award, and Minnie Stevens Piper Teaching Award. As both Fellow of the American Psychological Association and Fellow of the Society for the Psychological Study of Social Issues (SPSSI), has served as Council member, Executive Council Member, Journal of Social Issues Editorial Board member, Convention Program Chair, Teaching and Mentoring Chair, and Early Career Scholar Chair. She also founded and chaired (2009-2012) the Houston chapter of the national Gay Lesbian and Straight Education Network (GLSEN).

This event is part of Adam Fingerhut’s Faculty Associate project on Diversity in the Classroom. This workshop is accompanied by a lunchtime presentation on Infusing Privilege and Intersectionality across the Diversity Curriculum.

Refreshments will be provided. Please RSVP to teachers@lmu.edu or x85866. 

This program will be video and audio taped and may be podcast. By your willing participation in the program, you expressly and irrevocably consent to be photographed, videotaped and/or audio taped and quoted/cited. The films, tapes, and other digital recordings will become the property of the Center of Teaching Excellence, LMU.

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