Location: Room 4900
Many of the students we work with don’t know where they will find their next meal. The most marginalized students at our institutions are finding themselves and their work increasingly policed by faculty members, by administrative policies, by ed-tech “solutions,” and by the actual police. Meanwhile, most faculty members in higher education are precariously employed.
In the introduction to Critical Digital Pedagogy: A Collection, Sean Michael Morris, Chris Friend, and I write, “Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.”
We must design for the least privileged, most marginalized students, the ones more likely to have been isolated even before the pandemic: disabled students, chronically ill students, BIPOC students, queer students, and those facing basic needs insecurity. We need to design assessments, write syllabi, develop policies, and imagine new ways forward for these students. We must start by finding out who our students are, what they need to be successful, and how our institutional mission does (and sometimes doesn’t) align with our practices.
