{"title":"教育意识的提高:在大流行病中教授种族、性别和科学","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":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":\" \",\"pages\":\"\"},\"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}","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}
Pedagogical Consciousness-Raising: Teaching Race, Gender, and Science in the Pandemic
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.