The classroom in a space in which all our identities become salient; research shows that gender, race, ethnicity, sexual orientation, among other aspects of identity, affect how teaching and learning happen in multiple and complex ways. So how is authority constructed by teachers when identities might pose challenges to their presumed expertise or authority? Moreover, how do the dynamics of identity impact the classroom for students and teachers alike? Join us for an interactive conversation with Jennifer Bryan, Ph.D. ’83, as we consider pedagogically effective ways to create inclusive classrooms in light of these challenges.
Sponsored by the Program in Teacher Preparation in partnership with the Inclusive Teaching at Princeton Series with the McGraw Center, the Office of the Dean of the College, Office of the Dean of the Graduate School, the Vice Provost for Institutional Equity and Diversity, the LGBT Center, the Program in Gender and Sexualtiy Studies, and the Program in Teacher Preparation