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• W2370416984 abstract "Some years ago, while teaching in New Orleans a complex, multicultural city that is majority Creole and African Americans of all classes, but whose major public university is still predominantly white, native Louisianan, and lower middle and working class I had class discussion become explosively out-of-control because of something that a student said, which I had not anticipated and to which I did not respond very effectively. One brief example will suffice to introduce the issues of ethical, multicultural pedagogy that I and my co-authors explore in more detail in the essay that follows. My first semester, I allowed a poem in the voice of a rapist to be workshopped in my creative writing class. My feminist pedagogy, rather unformulated at the time, was practiced largely in terms of dehierarchizing the class (putting the class in a circle) and muting my authority (not asking leading questions, letting students discover or not for themselves). The poem was very bad and I remember vaguely thinking that, while I ought to give the student's poem workshop time, the class would quickly discern how badly written it was and tell him tactfully. But what I had to confront was my ignorance not only of the make-up of the student body, but my failure to anticipate how various class members would experience the poem because of where they were culturally positioned. In the class were two rape survivors (comprising 20% of the class), one of whom had also been sexually abused as a child. Although this case may seem unique, it unfortunately is not for the female student population at any large university in this country. This class almost imploded from the outrage of the two women. (Had there been only one rape survivor, however, I might never learned how she felt reading this poem, for she may felt too isolated to speak.) I salvaged the class in this case by letting the women have it with me after class in a private space where they both felt safe (the Women's Center), discussing the issues (of protection vs. censorship) in a subsequent open class discussion, and dealing with the male student's own complicated misogyny and insecurity, as expressed in very troubling poems, during my office hours for the rest of the semester. This class forced me into a much closer relation one that crossed the careful boundaries of teacher/student distinction I'd always kept than I had ever experienced in my fifteen years of teaching prior to New Orleans. bell hooks observes in Teaching to Transgress that the call for a recognition o{ cultural diversity, a rethinking of ways of knowing, . . . how we teach and what we teach, has been a necessary revolution (29-30). But as one of my co-authors, Kim Parker, cautions, you can't stand the heat, stay out of the kitchen. If a white teacher, for example, is not prepared to be confronted with her own prejudices as well" @default.
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• W2370416984 date "2016-01-01" @default.
• W2370416984 modified "2023-09-27" @default.
• W2370416984 title "Talking the Talk and Walking the Walk: Ethical Pedagogy in the Multicultural Classroom*" @default.
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