Whether we realize it or not, we are always sending messages to students about what is important, valued, and valid in our courses, programs, departments, and at our institution. From the discourses we use in our syllabus and in class to the images we have on our department website, these messages are not neutral or objective. In this workshop, we will examine our work from a “critical literacy” lens to understand how we might be more aware of these messages and more intentionally engage with students in equitable, inclusive, and just ways. Participants will examine their current perspectives and practices to reflect on the following question: What does it mean that teaching and learning is non-neutral? We will engage in activities and discussions in both whole and small group formats.

Objectives: 

   + Be able to use a “critical literacy” lens to explain how educational experiences are non-neutral.

   + Consider and reflect on one's own practices to understand explicit and implicit messages they may be sending to students.

   + Generate tangible action steps for continuing to look for hidden messages in their work.

Facilitated by: 

Courtney Koestler, PhD. Associate Professor and Director of the OHIO Center for Equity in Mathematics and Science. Daniel Feeney, PhD. Assistant Professor of Instruction, Special Education.