From the field of studies in higher education come deep insights into pedagogical theory and practice. In the second of a series on trans*pedagogies, and on the recommendation of Dr. T.J. Jourian, I invited Dr. Z. Nicolazzo to talk about teaching and activism.
Nicolazzo is assistant professor of Trans*Studies in Education in the Center for the Study of Higher Education, University of Arizona, and the author of Trans*in college (Stylus, 2017), and numerous articles.
Toward a Critical Collaborative Pedagogy, Act 1
In Part 1 we discuss the components of “a critical collaborative pedagogy”: “Each time I teach a course, I introduce our classroom as a community in which we all-students and myself—both have responsibilities for our shared learning” (“Teaching Philosophy Statement: Arriving at a Critical Collaborative Pedagogy”). How do we (both trans* and non-trans* educators) do critical pedagogy and how do we practice pedagogy intersectionally? What does it mean for our classrooms and curriculum to pay attention to and learn from trans*pedagogies?
The Trickle Up of Social Justice Education,Act 2
Nicolazzo asks us, “How do we think about the most vulnerable students on our campuses,” especially those who are multiply marginized? How do we work toward “a practice of freedom” (hooks)? Nicolazzo shows us a broader vision of trans*studies and pedagogies in higher education, and how attention to these intersections of oppression and freedom benefit all students and faculty. “What are we willing to risk in the name of justice?” And how can we collaborate in our classrooms and beyond in a “critical hope”?
Music for this podcast is provided by fabulous artists:
Opening theme and interstitial music is by Aviva & the Flying Penguins and Lance Eric Haugan.
Ending music on Parts 1 and 2 is “Prayer for Paradise” by Paul Myhre, co-created with Mike Shelton.