Next up: Learn at Lunch w/ Dr. @ClarkPerryman & @michiganstateu's Paulette Granberry Russel, Senior Advisor to the President for Diversity & Director of the Office for Inclusion & Intercultural Initiatives.
@ClarkPerryman@michiganstateu@tgsmith12 is moderating. I'll try to keep up with questions and commentary while respecting the sensitivity of these topics and the intimacy of the space.
@ClarkPerryman@michiganstateu@tgsmith12 Dr. PC is talking about her career path so far: tenure track jobs, WPA work, higher level administration. Really interesting thinking-through of how we move laterally or climb within institutions and what types of experiences/skills give us the muscle to do so. #wcmsu
@ClarkPerryman@michiganstateu@tgsmith12 Now, Paulette Granberry is describing her own career path. She describes what it means, for her, to live with scars/trauma -- but how those experiences inform and help her map her own approaches to compassion and empathy. #wcmsu
@ClarkPerryman@michiganstateu@tgsmith12#WCMSU Granberry Russel notes, too, the importance of allowing yourself to be coached regardless of your age or status. How can we keep learning and growing? Moreover, how do we make ourselves approachable so folks feel they CAN coach? How can we succeed without mentors/sponsors?
@ClarkPerryman@michiganstateu@tgsmith12 Now we're talking about coalition building, and the ways relationships across campus can be hamstringed by logistics, institutional politics, and siloed roles. And the reverse! That we aren't always going to be friends with other admins/coalition members.
@ClarkPerryman@michiganstateu@tgsmith12 Granberry Russell adds: Women of color are often put in positions where they both need to self-advocate but when they do, are seen as braggadocios. There's a need to push hard at your own self, to will yourself to say: "I am good at this."
@ClarkPerryman@michiganstateu@tgsmith12 Further, the complication: It's hard to own "I've got this" in an environment where you're distrusted or dismissed -- but "We've got this" is no better. Do you TRUST the "we"? Do you TRUST the group's intentions or follow-through? Where does the buck stop?
@ClarkPerryman@michiganstateu@tgsmith12 "If you don't have a relationship w/ students, you're sunk. If you don't have a relationship with other people of color, you lose credibility. You need coalitions w white people, too, because you'll need them to step up for you. You have to CREATE allyships & coalitions." #WCMSU
@ClarkPerryman@michiganstateu@tgsmith12 Granberry Russell cites one of her greatest strengths as her ability to mentor others as they build coalitions. What an awesome talent to have! #WCMSU
If you require your students to share formal uni paperwork to receive disability accommodations in your class, lemme just tell you this right now: that is a ridiculous, ableist, unfair stance and I am writing a short thread here to tell you why. (1/7)
Accommodations almost always require a formal diagnosis. Barriers to GETTING a formal diagnosis are enormous, expensive, & VERY slow.
It took me 7 MONTHS from beginning the process to getting a copy of paperwork. And that's without trying to give that paperwork to anyone. (2/7)
It takes weeks to get a referral to schedule testing (if your insurance even covers it).
It takes months (usually) for the testing to finally happen.
It takes another FULL MONTH to wait for follow-up & diagnosis.
Then, the shuffle with insurance & meds begins. Awful. (3/7)
Still feel like the phrase "love is love" (intended to validate queer couples) erases all the differences & miracles & places of wonderment that make queer love so different from not-queer love. OFC I love my wife, but our relationship dynamic isn't the same as a cis-het couple.
I KNOW we grocery shop, bicker, and snore in our sleep like cis-het couples do. But I am nonbinary; our dynamics, cultural information, Burkean rhetorics, & ways of engagement are different than cis-het couples because we live in/are of a very different world than those couples.
My family has and deserves value, as all families do. I'm not saying love ISN'T love, in that way. I'm saying that in erasing the ways queered companionship, queered commitment, and queered sense of love and belonging, you are limiting what the world can know of a love like mine.
A little parable on self-care that has some twists and turns (thread).
I used to run. Like, a lot. Like, two dozen health marathons in two years. And then, hard things happened in my life & I stopped. Started feeling really anxious any time I even thought of running. (1/10)
For several years, I would attempt comebacks. It never really stuck. It was hard to make a routine when I was battling my mental health. I also didn’t want to invest in the process (new shoes etc) because I knew I was unreliable about follow-through. (2/10)
Then, this winter, I really started hitting my stride again. I was running regularly, but I was also getting some serious hip and back pain. First, I assumed it was my body tryna get back in shape. I pushed on, not wanting to lose my gains. (3/10)
Get your ego out of your classroom! Take your job seriously, but don't be self-important. Remember that this semester is just a moment in time, that your students are in precarity & are also Real People, & that they have needs & self-care boundaries too.
To clarify: When students are absent, seem tired / disengaged, or can't get it all together to meet your arbitrary (& they are, let's be real, arbitrary and randomly curated or selected based on imagined timeframes) deadlines, it is VERY LIKLEY NOT *clap* ABOUT *clap* YOU! *clap*
I'll go one step further. IDK about you, but, I'm pretty smart and have a lot to share with my students (or, I'd like to think so). And I STILL don't think ANYTHING I will share in a 1-hour class is worth my students compromising their mental/emotional/physical health to hear.
Always analyze which of your classroom practices are ableist, or only serve students who fit your prefab ideation of who a "student" might be.
Examples to follow in a short thread.
Read, RT, pass it on, etc.
1. Do you only present your classes/lectures orally?
If so, students with hearing disabilities as well as students with certain mental/invisible disabilities will struggle to fully access course information. Consider providing written notes, captioned audio, or multimodal format.
2. Do you have a strict attendance policy?
If so, students w/ chronic health issues, including mental health issues, will be penalized through ableism. Reconsider what it is you're grading when you grade attendance. Is it course content mastery? If not, why're you grading it?