Jude Fogarty (University at Buffalo, SUNY)

The work of creating a socially just classroom is often one of balancing a pedagogical surplus of initiatives, directions, and possibilities. Expanding the literary canon, pushing back against white supremacist norms of classroom discourse and production, and creating accessible assignments, materials, and activities all involve research, restructuring, and integration that can be labor-intensive and potentially overwhelming. Additionally, instructors often have to balance between the goals of their own classroom and institutional imperatives, ensuring students gain the preparation and cultural capital that will enable them to succeed in classrooms with traditional academic expectations. This roundtable seeks presentations that describe strategies for achieving balance in the face of a surplus of possibilities and priorities, with the goal of lessening the individual labor of pedagogical social justice through collaborative sharing. Submissions are welcome from instructors in any discipline who center antiracism, antiableism, and/or anticolonialism in their pedagogy and course design.

This roundtable seeks papers on how we can achieve balance—in the face of a surplus of possibilities and priorities—for creating a socially just classroom, with the goal of lessening the individual labor of pedagogical social justice through collaborative sharing.