Pedagogical Consciousness-Raising: Teaching Race, Gender, and Science in the Pandemic

Cathryn Bailey
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Abstract

In this personal essay I explore how the pandemic crisis has helped transform my general education undergraduate course, Race, Gender, and Science, into an experience of pedagogical consciousness-raising, especially for members of vulnerable student groups that have often felt understandably negative toward, and alienated from, science. I base my observations on student comments and anecdotes shared during my fully online Fall 2020 semester. I conclude that STEM-adjacent classes such as mine might productively leverage the pandemic crisis —including the legitimate outrage and frustration of students of color and women —to facilitate a stronger sense of emotional investment by students in the value and practice of science even as legitimate critiques of science are strengthened and deepened.
教育意识的提高:在大流行病中教授种族、性别和科学
在这篇个人文章中,我探讨了疫情危机如何帮助我的普通教育本科课程《种族、性别和科学》转变为一种提高教学意识的体验,尤其是对于弱势学生群体的成员来说,他们经常对科学感到消极和疏远,这是可以理解的。我的观察是基于学生在2020年秋季学期完全在线时分享的评论和轶事。我的结论是,像我这样的STEM邻近班级可能会有效地利用疫情危机——包括有色人种和女性学生的合理愤怒和沮丧——促进学生对科学的价值和实践进行更强烈的情感投资,即使对科学的合理批评得到了加强和深化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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