You can find the latest programs and events related to EDI topics by visiting TIO’s Programming Updates.
**Note: All Resource Pages are under continuous updates, and includes resources from UNCG faculty, staff and students; TIO created; and resources from other campuses. If you have resources to add, please contact Laura Pipe (email@example.com).
Whitesupremacyculture.info: This Tema Jon Okun’s latest work interrogating whiteness and white supremacy culture.
DismantlingRacism.org: This is an excellent resource with materials for dismantling racism where you are – from a UNCG Alum (Dr. Tema Jon Okun) and other activist and colleagues.
The Charlottesville Syllabus: Link to the ongoing syllabus project, in response to white supremacist protests in Charlottesville (2017), which is intended to aggregate resources for conversations about the recent and distant history of racial violence in the US.
Black, Indigenous and People of Color Mental Health Resource Guide (received from the North American Society for the Sociology of Sport list serv)
Loteria Humana Worksheet is an activity that gets students thinking about where they have privilege, where they have cultural wealth, and what does that mean for the classroom.
Matrix of Oppression Worksheet – As you begin thinking about your teaching, consider completing the Matrix of Oppression Worksheet adapted from Patricia Hill Collins.
Perceived Challenges Worksheet – Thinking through potential challenges to an inclusive classroom.
Inclusive Strategies Reflection Worksheet – Checklist of inclusive classroom practices adapted by the CRLT at Michigan from Linse & Weinstein 2015
Setting the Tone for an Inclusive Classroom – Five guidelines from the CRLT at Michigan for establishing a welcoming learning environment
The following resources were aggregated for UNCG’s Indigenous Pedagogy Workshop by UNCG students. Feel free to review the following sites, articles, and chapters from edited volumes that address various elements of indigenous experience and ways of knowing.
These resources were created by students in Communication Studies.
As we return to campus, in what will be varied ways, we need to keep in mind that we all have been experiencing sustained events that are having and have had physical and/or emotional harm. Dealing with health and economic concerns around COVID-19 and the fight for justice that is taking place (i.e., police brutality against people of color, systemic racism, white privilege) are ongoing traumas that we have to face. All are going to take up space in your course, and it is important to have the background and tools you need to best support your students.
Keep in mind, not all students (or faculty and staff) experienced these events in the same way. Some of us had support networks; some of us did not. Some of us had direct experiences with the issues; some of us had tangential experiences. Some of us had compounding situations (e.g., returning to unsafe or uncertain situations). The reality is our learning environments have changed and will continue to change.
What does this mean for my teaching?
The truth is that our students have had their lives uprooted, and this can lead to hopelessness, loneliness, fear, overwhelming emotions, depression, anxiety… see where this is going? These emotions will take up space in our learning environments. We need to think about how we approach our students and each other as we move forward.
While we do not know specifically how COVID-19 or current events will impact the learning experience, there is plenty of research on how trauma can inform teaching. The area of Trauma Informed Teaching and Learning has a wealth of resources available. Here are the basics:
What should you prepare for?
What you should NOT do:
What you should do:
Links to articles for reference: