On the Uses of Black Feminism: Notes on Black Feminism as Sexuality Study

Roach, Shoniqua

doi:10.1353/ff.2020.0015

Cited by 2 publications

(1 citation statement)

References 14 publications

(21 reference statements)

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“…Care-informed pedagogy encourages instructors to practice empathy and consider how their students’ identities and experiences impact learning (Carello n.d.; Karakaya 2021; Motta and Bennett 2018; Robinson, Al-Freih, and Kilgore 2020; Shelton et al 2020). An instructor practicing care-informed pedagogy incorporates students’ wisdoms in the process of learning, collaborates with students to remedy challenges, and develops a safe learning community by critically engaging questions of power, privilege, and positionality in the classroom (Karakaya 2021; McMurtrie 2020; Mehrotra 2021; Mehta and Aguilera 2020; Roach 2020; Salazar 2013; Walker-Gleaves 2019). Studies show that when students feel heard and cared for in the classroom, their participation in the course improves.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

et al. 2021

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How did instructors design their sociology courses for remote teaching during the 2020–2021 academic year, and what challenges did they face in teaching those courses? To answer these questions, we surveyed lead instructors and graduate teaching assistants (n = 77) in the Sociology Department at the University of Michigan, supplemented by interviews with students and our experiences as remote course consultants. Through this case study, we found that instructors cited increased workload and lack of connection as challenges with remote teaching, in addition to pandemic-related struggles. Most instructors reported using either synchronous or a mix of synchronous and asynchronous instruction in course design, incorporating both formative and summative assessments, and implementing communication and community-building strategies to establish connections with and among students. We argue that these challenges and course designs highlight the importance of care-informed pedagogy to not only remote teaching in 2020–2021 but also sociology instruction in general.

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