Abstract
This Article discusses how traditional teaching practices can reinforce systemic discrimination, exclusion, subordination and oppression within the classroom in particular detriment to women and students of color. The Article traces the discussions about pedagogy in Outcrit literature and proposes that Outcrit scholars teaching techniques within the classroom should reflect anti-subordination praxis in teaching. Drawing from the work of Paulo Freire, Derrick Bell and others, the Article proposes that teaching from an anti-subordination perspective requires a praxis of collaborative, non-hierarchical teaching that calls for an epistemological shift. A pedagogy that frees the student to think independently and leads to an experience where there is a non-oppressive dialectic relationship between students and professors. Finally, the Article strives to offer specific examples of practices that can help build a more democratic and inclusive classroom.
Recommended Citation
Sheila I. Velez Martinez,
Towards an Outcrit Pedagogy of Anti-Subordination in the Classroom,
90
Chi.-Kent L. Rev.
585
(2015).
Available at:
https://scholarship.kentlaw.iit.edu/cklawreview/vol90/iss2/8
Included in
Civil Rights and Discrimination Commons, Education Law Commons, Law and Gender Commons, Law and Race Commons
