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Courageous Teaching
Proposal abstract :
It takes courage to teach for the humanity of Black people in predominately white institutions. Courageous teaching for the humanness of African descended people is an act of teaching for the humanity of all people regardless of race, ethnicity, class, gender, sexuality, and all forms of multiple intersections of marginalization. Courage is a virtue, writes Womanist Ethicists the Rev. Dr. Katie Geneva Cannon, that requires the capacity for “meeting difficulties with fortitude and resilience” (Black Womanist Ethics, 145). The sociocultural context in North America requires courageous teachers who hope that their students will become courageous leaders/citizens. This cohort of early career teachers will explore the nature and practice of embodied courage as African descended teachers in religious and theological educational institutions in North America. Goals/Objectives 1. To acknowledge and examine the role of fear in motivating courageous teaching. 2. To analyze cases and stories of courageous exemplars in various contexts. 3. To identify sites of comfort with the status quo/normativity as well as challenges faced when resisting normativity in teaching contexts. 4. To develop and practice strategies for teaching courageously.
Learning Abstract :
It takes courage to teach for the humanity of Black people in predominately white institutions. Courageous teaching for the humanness of African descended people is an act of teaching for the humanity of all people regardless of race, ethnicity, class, gender, sexuality, and all forms of multiple intersections of marginalization. Courage is a virtue, writes Womanist Ethicists the Rev. Dr. Katie Geneva Cannon, that requires the capacity for "meeting difficulties with fortitude and resilience" (Black Womanist Ethics, 145). The sociocultural context in North America requires courageous teachers who hope that their students will become courageous leaders/citizens. This cohort of early career teachers will explore the nature and practice of embodied courage as African descended teachers in religious and theological educational institutions in North America.
Goals/Objectives
1. To acknowledge and examine the role of fear in motivating courageous teaching.
2. To analyze cases and stories of courageous exemplars in various contexts.
3. To identify sites of comfort with the status quo/normativity as well as challenges faced when resisting normativity in teaching contexts.
4. To develop and practice strategies for teaching courageously.
It takes courage to teach for the humanity of Black people in predominately white institutions. Courageous teaching for the humanness of African descended people is an act of teaching for the humanity of all people regardless of race, ethnicity, class, gender, sexuality, and all forms of multiple intersections of marginalization. Courage is a virtue, writes Womanist Ethicists the Rev. Dr. Katie Geneva Cannon, that requires the capacity for “meeting difficulties with fortitude and resilience” (Black Womanist Ethics, 145). The sociocultural context in North America requires courageous teachers who hope that their students will become courageous leaders/citizens. This cohort of early career teachers will explore the nature and practice of embodied courage as African descended teachers in religious and theological educational institutions in North America. Goals/Objectives 1. To acknowledge and examine the role of fear in motivating courageous teaching. 2. To analyze cases and stories of courageous exemplars in various contexts. 3. To identify sites of comfort with the status quo/normativity as well as challenges faced when resisting normativity in teaching contexts. 4. To develop and practice strategies for teaching courageously.
Learning Abstract :
It takes courage to teach for the humanity of Black people in predominately white institutions. Courageous teaching for the humanness of African descended people is an act of teaching for the humanity of all people regardless of race, ethnicity, class, gender, sexuality, and all forms of multiple intersections of marginalization. Courage is a virtue, writes Womanist Ethicists the Rev. Dr. Katie Geneva Cannon, that requires the capacity for "meeting difficulties with fortitude and resilience" (Black Womanist Ethics, 145). The sociocultural context in North America requires courageous teachers who hope that their students will become courageous leaders/citizens. This cohort of early career teachers will explore the nature and practice of embodied courage as African descended teachers in religious and theological educational institutions in North America.
Goals/Objectives
1. To acknowledge and examine the role of fear in motivating courageous teaching.
2. To analyze cases and stories of courageous exemplars in various contexts.
3. To identify sites of comfort with the status quo/normativity as well as challenges faced when resisting normativity in teaching contexts.
4. To develop and practice strategies for teaching courageously.