This Learning Community is sponsored by the GSAS Office of Academic Diversity and Inclusion in partnership with Columbia's Center for Teaching and Learning. The Learning Community is open to all Columbia University graduate students, with priority given to GSAS students who currently hold teaching appointments at the University.
The Learning Community collectively engages focused topics in pedagogy and practice as they relate to race and marginalization, with particular emphasis on anti-racist and anti-oppression pedagogy. Participants explore how various forms of oppression shape teaching and learning at Columbia and develop skills to support anti-racist and anti-oppression pedagogical thinking and practice. All participants must commit to attending three consecutive workshops as part of either the fall or spring semester cohort and to completing brief reading and writing exercises. Because capacity is limited, participants are selected by application.
Stay tuned! Call for applications for the Fall 2022 Learning Community coming in August 2022!
This annual program will enlist new graduate student facilitators each year (apply here by June 22, Job ID 27089). The facilitators will work with OADI and CTL staff to refine and finalize specific learning objectives each year. Learning objectives may include or be similar to the following examples:
- Define anti-racist and anti-oppression pedagogy and related concepts
- Identify institutional and individual pedagogical practices that perpetuate racism and oppression of people whose identities are marginalized in academic settings
- Describe how racist pedagogical frames and practices interfere with student learning
- Analyze individual instructor positionalities and describe how they contribute to pedagogical frames and practices
- Assemble an initial toolkit to support anti-racist and anti-oppressive pedagogy and practice
- Apply and reflect on components of toolkit in one’s own teaching practice
Meet the 2021-2022 Pedagogies of Race and Oppression Facilitators:
- Tamara Hache (4th year PhD, Latin American and Iberian Cultures)
- Daniel Santiago Saenz (4th year PhD, Latin American and Iberian Cultures and Comparative Literature)
Tamara Hache (4th year PhD, Latin American and Iberian Cultures)
Tamara Hache received a BA in Literature and Linguistics from the University of Buenos Aires, Argentina. She is currently a Ph.D. candidate and Lead Teaching Fellow in the Department of Latin American and Iberian Cultures at Columbia University. Her work examines questions of spatial imaginations and public opinion in 19th century Latin America.
Daniel Santiago Saenz (4th year PhD, Latin American and Iberian Cultures and Comparative Literature)
Daniel S. Sáenz is a Colombian-Canadian art historian based in Lenapehoking (New York City) and Tiohtiá:ke (Montréal). He is a doctoral candidate and Teaching Fellow in the Department of Latin American & Iberian Cultures and the Institute for Comparative Literature & Society at Columbia University. His research and teaching pay particular attention to the relationships between visual practices and imperialism in the early modern transatlantic world.
Brendane Arrica Tynes (4th year, Anthropology PhD)
Brendane Tynes enjoys facilitating conversations about race and gender equity with a Black feminist lens. She has developed anti-oppression curricula with Teach for America, Duke University, and Know Your IX. Brendane is a Ford Foundation Predoctoral Fellow, and she studies the affective responses of Black women and girls to multiple forms of violence within the Movement for Black Lives.
Dominic T. Walker (4th year, Sociology PhD)
Dominic Walker completed a Master's Degree in Sociology and Education at Teachers College, Columbia University where he also worked as a facilitator for Reimagining Education Summer Institute, a professional development summer institute for teachers, school administrators, and stakeholders interested in creating learning spaces for racially, ethnically, and socioeconomically diverse student bodies. His work examines questions at the nexus of race, identity, neoliberalism, and the cultural politics of education.