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 Freire, 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.
Sheila I. Velez Martinez,
Towards an Outcrit Pedagogy of Anti-Subordination in the Classroom,
Chicago-Kent Law Review
Available at: https://scholarship.law.pitt.edu/fac_articles/223
Education Law Commons, Intellectual Property Law Commons, Jurisprudence Commons, Law and Gender Commons, Law and Philosophy Commons, Law and Society Commons, Legal Education Commons, Legal Profession Commons