Decolonizing the Syllabus: Morning Session
Co-hosted by the Academic Development Centre and the Office of Academic Indigenization
Featuring guest speaker, Rachel La Touche, Ph.D.
Professor La Touche is a Teaching Stream, Assistant Professor in the Sociology Department at the University of Toronto – St. George. She received her Ph.D. in Sociology from Indiana University – Bloomington in 2017. She identifies as an inequality and teaching pedagogy scholar, with research centering on inequality at the level of interaction, and within the social contexts that individuals routinely participate. Her current work focuses on how institutions of higher education structure the mental health experiences and outcomes of those within them. Specifically, she aims to revisit questions of inequality in educational settings by investigating how marginalized identities are confronted, evaluated and navigated in classroom settings.
While Professor La Touche has an established research background, she also boasts an award-winning, interdisciplinary, and international teaching repertoire. She has both taught courses for Indiana University-Bloomington, the University of Mannheim-Germany and at the Inter-University Consortium for Political and Social Research (ICPSR) Summer Program at the University of Michigan. She enjoys teaching and mentoring undergraduate and graduate students in the areas of stratification/inequality, mental health, education and race/ethnicity.
This is a two-part workshop
Participants are encouraged to register for both morning and afternoon sessions.
Lunch will be provided.
The Decolonizing the Syllabus workshop is aimed to support faculty members and administrators in providing students with diverse design, pedagogy and scholarship in the classroom. In doing so, this workshop will review current problems (including scholarship, classroom rules, and practices which marginalize minority experiences) and provide adaptable solutions for both the syllabus and classroom. Examining critical pedagogy from interdisciplinary traditions and providing concrete tools for course revision, participants should walk away with new approaches to classroom design that can be implemented gradually.
9:30 am - 12:00 pm
Grounded in the interdisciplinary literature, this session will focus on theoretical elements and on describing the problem we are trying to address.
- Wednesday, August 29, 2018
- 9:30am - 12:00pm
- Lincoln Park Room (J301)
- ADC Supported