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My courses in this area focus on readings that privilege intersectionality. My students and I read into works that generate knowledge about how race, gender, sexuality, religion, language, ability, nationality, ethnicity, age, body image, and other identities intersect and become corrupt through supremacist patriarchal ideologies and enactments.
To enliven and make sense of readings, we form complex, layered discussions that hedge between analytic debate and creative critique. I model Socratic Method, encourage poetic expression, and value multi-level oration and defense of ideas. I also value deep listening. This includes experiencing nuances and troubling their presence and implications in relation of various topics.
Choosing which issues to explore further (such as the decolonization of hive mind in relation to color blindness and meritocracy, or the realization of freedoms for bodies that are particularly raced and gendered) means committing to an act of liberation. That is, students in my intersectional identities courses are encouraged to conceptualize and participate in activist movements for the benefit of all humankind.
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FORGING NEW INSIGHTS & COMPASSION FOR HUMANITY A GIST
Empathy is caring about the lived experiences and well-being of others.
CI 590: Issues in Language, Culture, and Society In this survey course, students are introduced to primary readings in educational and social anthropology, language, culture, and society, and key concepts in qualitative research methodologies. Doctoral candidates from various areas of concentration within the Language, Culture, and Society Program are required to critique each other's written and oral work. I model best and promising practices in performances at defense hearings, and coach students in developing proposals for research that are anchored by intersectional identities studies.
CI/AFAM/EDTHP 497: Identities, Power, and Perceptual Pedagogies in Teaching and Learning In this blended course, students are introduced to advanced methods of qualitative research by exploring case study methodology and phenomenology in relation to student data produced by pre-service teachers in urban schools. These data include student teachers' journal entries, observation notes, and case study profiles of children in pre-K through grade 12 education. Students enrolled in this course consider how pre-service teachers' developmental arch, pertaining to race, gender, and ability consciousness, intersects their teacher research and perceptions of underrepresented minority students in schools. Our readings include Staples, Lather, Anzaldua, Crenshaw, hooks, Lorde, Collins, Butler, etc.
GENERATING ACTION FOR EMOTIONAL AND SOCIAL JUSTICE A GIST
Altruism is caring about the lived experiences and well-being of others and acting to help them.
CI/AFAM/EDTHP 498: Endarkened Feminist Epistemologies and Ontologies: Exploring Race and Gender Consciousness Through NLS In this course, advanced undergraduates and master's students explore the ways Blackness and womanhood were constructed and presented in my book, The Revelations of Asher: Toward Supreme Love in Self. Students in this course read my book as the central text, in addition to other works featuring intersectional thought and advanced conceptions and methods in New Literacies Studies. They are expected to learn complex theories about the development of knowledge and cultivation of ways of being at the margins of society and intersections of identities.
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We learn specifically about Supreme Love in these and other courses. This ontological concept combats White Supremacist Patriarchal (WSP) ideology and enactments by providing a way to think, feel, and behave radically differently from its prescriptions. Supreme Love was derived from endarkened feminist epistemology and bears the capacity to assist in the healing of terrors in the soul and body (brought on by WSP), and in so doing, heal the world.
My future courses will continue to bear intersectional underpinnings and advance knowledge and practice of interpretivist, analytic frameworks and constructivist pedagogical frames to support the work of emotional and social justice for all. VisitÂ www.jeaninestaples.comÂ forÂ more information.