Classroom Safe Space: Fostering Student Success with Responsible Pedagogy and Praxis
Presenter Status
Adjunct Professor, English
Presentation Type
Oral Presentation
Location
Buller Hall, Room 250
Start Date
23-5-2019 11:10 AM
Presentation Abstract
In 21st century composition pedagogy, the collaborative classroom is a foundational ideal. Whereas this ideal is demonstrated in the praxis of peer review, conferences, writing groups, and more, how can ideological collaboration be expressed in a diverse classroom across a myriad of identities and experiences? As we seek to address equity gaps and increasingly diverse student populations, how must our pedagogy and practice shift? More precisely, how does a composition classroom best foster the expression and development of diverse students? This question is most clearly explored in the currently contentious idea of classroom safe space. My continuing research seeks to explore the intersection of instructor praxis and student perception of safe spaces. Given my current context of a private Christian university, there arises the additional question of the existence of impact or shifts in perspective given an institution and/or instructor’s religious affiliation. In a composition classroom, where collaboration and exploration are encouraged, how do perceptions of classroom safe space shape student success? How successful are instructors in facilitating classroom safe spaces? How influential is the instructor’s planning? How much of the classroom environment is dependent upon the students, and how might instructors further develop their praxis with these results in mind? With my research, I hope to find practical solutions for instructors in any classroom to promote a classroom environment where students are more likely to engage, learn, and grow.
Biographical Sketch
Cassandra Hicks is an early career academic, currently working as an adjunct professor of composition at La Sierra University. She received her MA in English from La Sierra University. Her research has focused on identities and safe space in the composition classroom, and gendered identities in literature and pop culture.
Classroom Safe Space: Fostering Student Success with Responsible Pedagogy and Praxis
Buller Hall, Room 250
In 21st century composition pedagogy, the collaborative classroom is a foundational ideal. Whereas this ideal is demonstrated in the praxis of peer review, conferences, writing groups, and more, how can ideological collaboration be expressed in a diverse classroom across a myriad of identities and experiences? As we seek to address equity gaps and increasingly diverse student populations, how must our pedagogy and practice shift? More precisely, how does a composition classroom best foster the expression and development of diverse students? This question is most clearly explored in the currently contentious idea of classroom safe space. My continuing research seeks to explore the intersection of instructor praxis and student perception of safe spaces. Given my current context of a private Christian university, there arises the additional question of the existence of impact or shifts in perspective given an institution and/or instructor’s religious affiliation. In a composition classroom, where collaboration and exploration are encouraged, how do perceptions of classroom safe space shape student success? How successful are instructors in facilitating classroom safe spaces? How influential is the instructor’s planning? How much of the classroom environment is dependent upon the students, and how might instructors further develop their praxis with these results in mind? With my research, I hope to find practical solutions for instructors in any classroom to promote a classroom environment where students are more likely to engage, learn, and grow.