For our third episode, we hosted a roundtable discussion on teaching during the Trump presidency. But we also asked listeners to contribute their stories. We had such good submissions, and so many, that we decided to make it an episode on its own.
I think at the heart of what I work at as a teacher is how do I make sure that my students are best prepared to express themselves in the world around them. And in particular, how are they best prepared to be an educated voter and educated self-advocate and an educated person who’s going to be able to stand up for themselves in moments when necessary and stand up for folks who might not have the same resources as them.” -Katlin Sweeney
“Maybe they will realize that there are stories they can trust: they can trust their own stories.” -Shivaun Corry
“I think the most important thing that I can do in the classroom is to continually make sure that I show my students that we are here to talk about truth, to talk about justice, to talk about equity.” -Genevieve García de Müeller
In this episode, B. López and Ben Kuebrich have a roundtable discussion with Dr. James Chase Sanchez and Dr. GPat Patterson to discuss teaching in the trump era and how this political moment has shaped our pedagogy and our interactions with students. Dr. James Chase Sanchez is an assistant professor of writing and rhetoric at Middlebury College. Dr. GPat Patterson is an assistant professor of English at Kent State Tuscarawas. In the discussion, we consider the following questions: What does it mean to teach thoughtfully in response to this political moment? What classroom experiences have you had that were particular to the trump era? How do you make your teaching a form of resistance?
“We’ve really elected this sort of caricature of white supremacy. Right? And I think the unanticipated effect is that Trump is kind of turning that sort of not-so-fun funhouse mirror back at the public and people are asking questions that I don’t think that they’ve been asking for a really long time. I’m having students cominginto the classroom who are really looking to me and really looking at themselves and they want the tools to make sense of this moment.” -GPat Patterson
“I want to make sure that we can get to the root of the matter in these [classroom] conversations, but that I just don’t stay silent and let something that is a microaggression go without talking about it. Because I understand those moments that those students have those fears that, ‘Oh well there goes someone else who, who isn’t an ally.’ And that’s something that I want to make sure I demonstrate that I am to them.” – James Chase Sanchez