{"title":"Pedagogical Consciousness-Raising: Teaching Race, Gender, and Science in the Pandemic","authors":"Cathryn Bailey","doi":"10.5399/osu/advjrnl.2.3.11","DOIUrl":null,"url":null,"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.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advance journal (Corvallis, Ore.)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5399/osu/advjrnl.2.3.11","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
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.