Katherine Turpin

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The first time that I taught a graduate-level class where anti-oppression work was a primary component of the learning, I made a major blunder. I structured the class with materials and exercises assuming that students understood that racism, sexism, and other forms of structural injustice based on identity categories and ...

For many years I have been involved with a team of instructors teaching a required first-year formation class at the Iliff School of Theology. Initially called “Identity, Power, and Difference,” we designed this class to invite students to reckon with the realities of structural inequality and oppression in relation to ...

Discussion forums in online classrooms are unfortunately named. The name evokes just talking about stuff. This can be a good use of the discussion forum; dialogue is an important part of higher education. The opportunity to test and develop ideas in conversation with trusted colleagues, both classmates and professors—yes, ...

When we first move into online classroom spaces, we often miss the dynamic energy of gathered bodies in a familiar location. We lose the immediate gratification of watching in real time as new knowledge “clicks” for students in discussions and class activities. Online classrooms may initially feel sterile, artificial, and ...

As a teacher trained in textual analysis and the religious practices of living human communities, the language of images, videos, and recorded sound are not my mother tongue. Yet, I know that for my students, communicating in an era where these visual forms of communication are the lingua franca of ...

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