Facilitators, Matthew Goode and Stacy Grooters, Boston College
This session questions whether the goal of “inclusion” in the classroom is adequate to address the challenges posed by the current political climate. It marries two schools of thought—intercultural competence and anti-oppressive pedagogies—in order to imagine a pedagogical framework that attends both to the interpersonal dynamics and structural inequalities that hinder our efforts to create equitable learning environments for our students. Participants will leave with a better understanding of both schools of thought as well as with concrete strategies for supporting faculty in implementing them.