Transformative Scholarship and Pedagogy Unit

Co-sponsored with Psychology, Culture, and Religion unit 

“Psychological, Religious, and Pedagogical Engagement with "DEI" Paradigms in the Classroom and Beyond” 

What does it mean to successfully engage diversity, equity, and inclusion in a classroom or institutional setting in a way that is transformative? This panel invites critical engagement from psychology, religion, and pedagogical perspectives in relation to both the value and limits of DEI paradigms for rectifying power imbalances and other issues in pedagogical spaces. What does transformative pedagogy in relation to DEI concerns look like? How might DEI paradigms contribute to equitable and inclusive change or does the focus on DEI let institutions and/or faculty off the hook for deeper work on decolonizing the academy?

Co-sponsored with Teaching Religion Unit

Women of Color Scholarship, Teaching, and Activism Unit

“Honoring bell hooks”

To honor the life and work of bell hooks, we are seeking proposals on her influence for thinking about and teaching religion. In her book Teaching to Transgress, bell hooks examines education as the practice of freedom and argues for teaching students to transgress oppression. How do we structure our classrooms and our pedagogical strategies to use our power justly? How do we offer liberatory education that is inclusive and empowers students for critical consciousness and action? How might we broadly reimagine educational settings and strategies? Proposals for a demonstration of a teaching strategy are encouraged. 

Co-sponsor with Asian North American Religion, Culture, and Society Unit 

“Embodied Pedagogies: Teaching Asian American Religions”

The Transformative Scholarship and Pedagogy and Asian North American Religion, Culture, and Society (ANARCS) units are seeking panel or roundtable proposals that highlight creative pedagogies in teaching Asian American religions. What learning outcomes result when we step outside of the expected lecture format? How can active learning activities engage a diverse group of students or address specific challenges that might arise in teaching Asian American religions? Conversely, are there instances when embodied pedagogies may not be appropriate or effective? We would especially welcome analyses and presentations that invite audience engagement and response as “students” in the classroom.