Race and Gender Theory in the Undergraduate Humanities Classroom (Spring, 2017)
This course is designed as both an introduction to core concepts of race and gender theory and as a course in the pedagogy of teaching race and gender in the introductory undergraduate humanities classroom. We will be reading a number of key texts, largely in the disciplinary areas of film, literary, and cultural theory, from the perspective of critical race theory, feminist theory, queer theory, visual culture studies, and gender and sexuality theory. We will also be reading constructivist, student-centered, activist, engaged learning theory.
The course begins from the premise that profound work in race and gender theory occurs in introductory courses throughout the humanities. Introductory courses are among the most challenging to teach and our CUNY graduate students, early in their graduate careers, have sole responsibility for teaching them on the CUNY campuses. This course is specifically designed to help prepare them for their crucial role in higher education at CUNY and beyond. In demographic terms, the drop-out rate is highest in introductory undergraduate courses. In disciplinary terms, introductory courses are where students are most likely to determine a later course of study—a major or graduate school. In intellectual terms, introductory courses help create the critical lens through which students view the rest of their learning, in school and out. Yet, very little pedagogical training in graduate school focuses on methods for engaging students who are encountering race and gender theory for the first time, on how to integrate race and gender theory into a general introductory humanities curriculum, on how to connect the core concepts in an introductory course with a graduate student’s own specialized research, and on how race and gender are interconnected and converge in the terms of intersectionality.
This course will be offered to Graduate Center students by permission of the instructors. First priority will be to GC students currently teaching courses on a CUNY campus. We will build upon graduate students’ own experiences as teachers and learners. We will have a site on C-Box/Academic Commons for our course and also sites that will link all the undergraduate courses being taught by the graduate students in the course.
We will focus on such basics as designing syllabi, creating engaged pedagogical exercises, rethinking formative assessment methods, interrogating both the lecture and the standard discussion models used in traditional humanities courses, and in building online portfolios to showcase student work.
Both graduate students and the undergraduates they are teaching will be required to publish some of their work in public online forums and to participate in at least one project that offers a public contribution to knowledge, possibly in partnership with colleagues at LaGuardia Community College as part of our new Mellon-sponsored Humanities Alliance.
Since this course will be a student-led course with graduate students creating some or all of the syllabus together via a Google Doc exercise that models student-centered pedagogy, we will not finalize all the readings and viewings in advance However, it is assumed there will be some combination of DuBois, Dewey, hooks, Fanon, Freire, Lowe, Butler, Lorde, Sedgwick, Berlant, Ahmed, Rich, Moten, Fleetwood, Davidson, and Gillespie.