Plenary Sessions

Opening Plenary

Friday, June 3, 2022 ǀ 5:20–6:20 pm

Inclusive Teaching: A Pathway Towards Liberation in Higher Education

Tracie Marcella Addy, associate dean of teaching and learning and director for the Center for the Integration of Teaching, Learning, and Scholarship, Lafayette College

Educating a diverse student body is a strategic goal of many colleges and universities, but structures, processes, and approaches to support such learners may not be in place. What if there was a shared vision to teach students in a way that liberates higher education from such misalignments, and diverse learners from a history of exclusion? How can you as an educator contribute to the attainment of this goal in your courses within any disciplinary or institutional context? During this interactive keynote presentation, we will explore how you can support the educational journeys of your diverse learners through inclusive instruction.

Know your presenter:


 

Dr. Addy is the associate dean of teaching and learning and director for the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College in Easton, Pennsylvania. She is responsible for working with instructors across all divisions and ranks to develop and administer programming related to the teacher-scholar model from classroom teaching to the scholarship of teaching. In addition to these roles, she actively performs scholarship on teaching and learning and educational development, primarily focusing on learner-centered practices including active learning and inclusive teaching. She is a co-author of the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. She is a regularly invited keynote speaker.

Closing Plenary

Sunday, June 5, 2022 ǀ 11:15 am–12:15 pm

You Can Do This Imperfectly or Not at All: The Dynamics of Teaching Race

Stephen Brookfield, distinguished scholar, Antioch University

As teachers, we all want to do good work; to get it right, be correct, and take students to exactly where we think they should be. This instinct should be supported, but at times it can become stultifying, particularly when trying to teach in an antiracist way. In this presentation, Stephen Brookfield will draw on his experiences as a White man teaching solo, and on his work as part of a multiracial teaching team, trying to bring racial issues into the classroom. He will identify the elements of antiracist pedagogy and explore the sequencing of specific approaches, activities, and exercises to bring students into an engagement with raw and contentious racial issues. Underlying his practice is the conviction that when it comes to teaching race there are only two ways to do this—imperfectly or not at all.

Know your presenter:


 

Since beginning his educational career in 1970, Stephen Brookfield has worked in England, Canada, and the United States, teaching and consulting in a variety of adult, community, organizational and higher education settings. His overall project is to help people learn to think critically about the dominant ideologies they have internalized and how these can be challenged. He is particularly interested in methodologies of critical thinking, discussion and dialog, critical reflection, leadership, and the exploration of power dynamics, particularly around racial identity and white supremacy. To that end he has written, co-written or edited twenty books on adult learning, teaching, critical thinking, discussion methods, critical theory, leadership and teaching race, six of which have won the Cyril O. Houle World Award for Literature in Adult Education (in 1986, 1989, 1996, 2005, 2011 and 2012). His academic appointments have included positions at the University of British Columbia, Teachers College Columbia University (New York), Harvard University and the University of St. Thomas in Minneapolis-St. Paul. He has consulted with numerous organizations and institutions across the world and delivered multiple workshops and conference keynotes. He is currently part-time Antioch University distinguished scholar, adjunct professor at Teachers College, Columbia University (New York) and Emeritus Professor at the University of St. Thomas (Minneapolis-St. Paul).