Seeking Legacy in Co-Created Brave Spaces

• In Event: Communal Possibilities: Critical Reflections in Three Breaths

Abstract

The project provided dedicated time for deep introspection and transformation. Being a part of this initiative gave me the opportunity to analyze my own educational and professional journey. For BIPOC and QTPoC educators working with students from various historically marginalized communities, you often see yourself in your students. On one hand, you survived the systems that they are currently navigating, and on another hand, you are simultaneously navigating some of the same oppressive systems. As an adjunct, this is especially true due to the nature of part-time roles that often require more work than you are compensated for and come with little to no benefits. The initiative provided a much-needed space to tackle these issues which are not discussed enough in higher education.

This project cultivated a brave space for faculty and staff of various professional backgrounds and titles, to support each other as we transparently discussed our journeys from students to educators. Our conversations were anchored by the belief that curriculum is biographical and autobiographical (Pinar, Reynolds, Slattery, & Taubman, 1995; Taliaferro-Baszile, 2009). It was a refreshing opportunity to unpack how our individual experiences as students impact how we teach. We were provided with research and tools to help us set intentions for our pedagogical practices moving forward. Mindfulness, restorative justice, community justice, and transformative practices in teaching were prioritized as we committed to co-creating affirming learning experiences with future students.

Authors

• Shari Simon, John Jay College - CUNY

• Troy A. Lambert, John Jay College - CUNY