The Intersection of Early British Literature Surveys and Anti-Racist Pedagogy

busy intersection

by H. Austin Whitver, Department of English Recent political and cultural movements anchored in ethnocentric ideological beliefs pose a grave, if sometimes overlooked, threat to the English literature classroom. In his opening chapter of Race and Epistemologies of Ignorance, Charles W. Mills writes, “Ethnocentrism is, of course, a negative cognitive tendency common to all peoples, […]

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A Guide to Managing Class Discussion in a Tense Atmosphere 

Insect floating on the surface of water

by Cassander L. Smith and Lauren S. Cardon, Department of English On February 18, 2019, the Department of English hosted a one-day symposium, “Teaching with Tension,” that addressed the extent to which attitudes about race and political environments produce pedagogical challenges for professors in the humanities. The day’s discussion included the presentation of a document […]

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Repost: How to Foster an Inclusive Classroom with a Constitution

Two UK post boxes on a brick wall

by Nathan Loewen, Department of Religious Studies In Fall 2018, Cathy Davidson invited me to repost from the Teaching Hub to the HASTAC (Humanities and Sciences Technology and Collaborative) site. And so I am returning the favor this semester by reposting something I promised to write for HASTAC: “To follow up on my promise from last year, […]

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Thanks for Accommodating Your Students!

post-it note saying yeah

by Nathan Loewen, Department of Religious Studies Experiences with faculty are pivotal to everyone’s learning experience at our University. You, too, might remember more than a few teachers whose words and actions played a vital role in your education. In order to learn more about how we affect our students today at UA, a poll […]

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Making History to Promote Diversity, Inclusion, and Equity

birds flying

by Ellen Griffith Spears, New College Learning the lessons of history is crucial to promoting diversity and achieving justice. University of Alabama students’ involvement in historical research on racial discrimination led to them “making history” in two ways — by writing about past events and by advancing the work of the Scottsboro Boys Museum and […]

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Reflections on Inclusion and Equity in Digitally Mediated Learning Spaces

by Heather Pleasants, Office of Institutional Effectiveness After returning from the Digital Pedagogy Lab Summer Institute (DPL)*, writing a post about “Assessing Diversity, Equity, and Inclusion in Digital Classrooms” seemed to make sense. However, I encountered a few challenges right away: Challenge #1: Who wants to read a blog post that starts with “assessing?”  (…crickets) Challenge […]

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Critical Digital Pedagogy in the Modern Classroom: Expectations Vs. Reality

people holding large puzzle pieces on a table

by Cherelle Young, Tuscaloosa City Schools What is Critical Digital Pedagogy? Kate Molloy, a learning technologist with the Centre for Excellence in Learning and Teaching at NUI Galway and a peer from the Digital Pedagogy Lab, gave a good, easy-to-understand definition of Critical Digital Pedagogy: “CDP is the practice of reflective, critical teaching in a digital space. We must remain conscious […]

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Digital Literacy: A Critical Approach

Woods Quad at University of Alabama in 1831

by Nathan Loewen, Department of Religious Studies On April 18, 1831, the faculty of four men at The University of Alabama opened its doors to fifty-two male students. The campus eventually looked something like this: The photo exhibits what some call the built environment of the original UA campus. Scholarly research on the built environment focuses […]

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