When race and gender shift from fixed to malleable diagnostic categories, productive dialogue often results. The tenor of discussion changes, so that genuine disagreements do not degenerate into disruptive or futile verbal combat. Even when this framework fails to bridge differing perspectives, it still opens up possiblities for creative problem-solving.

Problem-Oriented Focus

Orient the content, syllabus, and materials around issues and problems of common concern. Draw on a variety of perspectives from different disciplines and professions. Encourage students to suggest readings and topics from their own experiences.

A copy of class syllabi is available on the resource page.

Pick a group large enough to provide diversity in background, identity, and interest, avoiding tokenism where possible. Small size is key for building relationships and meaningful participation. Approximately 15-17 participants strike an ideal balance for seminar discussion, although many of the operating principles are scalable to 40-50 students.

If choices are possible, select students who are willing to experiment with creative and innovative solutions for race and gender issues and who seek connections between personal, professional, and academic goals.

Meet in a space with movable furniture and room for break-out groups. Schedule two hours minimum to enable less structured interactions. Serve food to sustain energy.

Approach race, class, gender and other categories of exclusion as diagnostic tools. Encourage students to consider the experiences of those on the margin as symptomatic of more general institutional shortcomings. This framework and related strategies are developed further in the book, Miner's Canary.

See resources for syllabi and lesson plans that connect race, gender, and social justice.