Pedagogy
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Teaching Experience
As a Critical Race and Ethnic Studies Teaching Fellow (2021), I independently designed and taught “Roots and Routes: Race, Identity, and Belonging in the African Diaspora.” In Spring 2022, I will independently teach “Imagination,” a course cross-listed in the Philosophy department. I co-designed this course with two other graduate student instructors within our capacities as Public Humanities Graduate Student Instructors (The Humanities Institute, UCSC). In summer 2022, I will independently teach, “Black Youth Matter,” a self-designed course within the Critical Race and Ethnic Studies department that incorporates sociological theory and research methods.
I have held 9 teaching assistant appointments in the Sociology and Critical Race and Ethnic Studies departments at UCSC. These courses include:
Contemporary Social Theory
Race and Law
World Society
Issues and Problems in American Society
Introduction to Critical Race and Ethnic Studies
Approaches to Black Studies
Pedagogical Praxis
“Just as emancipation did not equate to the eradication of slavery, school desegregation did not ensure equitable access to education (Harris, 1993; Du Bois, 1998; Castro et al., 2019; Givens, 2019). More to the point: pervasive racism in the contemporary education system will only be countered by the thick and even application of anti-racist and pro-Black pedagogical commitments throughout the academy. I posit that these commitments may be realized through the careful (i.e. care-filled) pedagogical prioritization of Black girls and I call upon graduate students, as energetic members of the professional teaching community, to provide a necessary foundation for its application. As energetic members of this professional community, graduate students can provide a necessary foundation for this application” (Hice-Fromille, forthcoming).
My pedagogical praxis is inspired by Black Studies’ dedication to learning in service of community and I draw specifically from Black feminist thought and Black Girlhood Studies in my creation of classroom ecologies in which students and I co-create, co-witness, and co-conspire (Owens et. al., 2017). Accordingly, I emphasize four values in my curricular design: instructor responsibility, student agency, collaboration, and reflexivity. This praxis has led to my engagement with the following curricular elements:
Grading contracts (Inoue 2019)
Co-constructed learning objectives
Extended, individualized written and verbal feedback
Discussion-based class formats with integrated active learning exercises
Self-evaluation rubrics
Teaching journals