Prof. Fiona Nelson

In my Women's Studies classroom, we are dealing with many sensitive and potentially contentious subjects - topics that touch students' lives and experiences. For example, we might look critically at the ways in which we learn gender or at the ways in which social inequalities are created and maintained. These are topics around which people tend to have set beliefs and strong feelings. It is thus imperative that both I and the students feel safe in the classroom discussing and analyzing all topics. I want the students to know that we can discuss anything. They need to process the material and my learning is also ongoing. I make sure there is a lot of time available to discuss the topics and issues of concern.

I also try to model respectful listening and respectful academic debate. I stress that we must engage with the ideas and arguments, not with the people who are making them. So we can explore, build, dispute arguments and perspectives, but not insult or offend the people who are making them. It is still a risk to put one's beliefs and experiences on the table for critical analysis but I try to convey to the students that we are all in this process together. By letting the students' interests and needs guide the direction and duration of discussions, I minimize the extent to which my agenda dominates the classroom. Of course, I come to a course with certain learning objectives in mind and I strive to achieve them. By working with the students in this, however, rather than merely imposing it upon them, I hope that I succeed in making the classroom a safe and interesting place for them to be.