The Wabash Center's Dialogue On Teaching

During the extended pandemic students are voicing discontent with courses which inadequately relate to minoritized views. Students are impatient when classrooms, yet and still, do not take seriously …

Academic fields change when the teachers are people who have not previously taught in that field and when we resist the colonial presumptions built into the field. What does it mean to re-train, re-l…

Too often the work of those who create, compose, build, or choreograph are not supported by our academic institutions. Many scholars pursuit their artistic passions in their “spare time” leaving thei…

At a time when theological educational institutions are struggling, the mainline church is floundering, and we are still disoriented by the racial pandemic, the viral pandemic, and afraid of the near…

Writing is part of the scholarly teaching life yet few of us have been trained to write well. Many of us have published articles and books without benefit of reflection upon our writing identities an…

Who do we want our students to become, what do we want them to build, and how do our classrooms form them for these tasks? Are we willing to relate to our students as co-knowers, co-producers of know…

We are tasked with teaching while being under siege. We are teaching persons who are living under siege. This inspirational conversation frames the need for teachers to learn communal strategies of s…

This conversation, dappled with Dr. Jennings’ readings of original poetry and prose, examines the destitution of faculty when the only legitimate expression of scholarship is to perform the values of…

Learning to listen to, attend to, and care for your body strengthens our ability to cope with stress, anxiety, and trauma. In this moment of pandemics when something has happened to every-body, regul…

Dialogue about these questions: How can we teach better during COVID? What does it mean to be mindful of our students’ burdens, aware of the trauma our students are carrying - so that their trouble d…

Given the continued effects of the viral pandemic, compounded by weather disasters, world news of crisis and devastation, rising incidents of racism, plus any troubles unique to your own family, etc.…

The barage of sustained crisis is weighing heavily.   Even while enduring crisis, moments of clarity about issues of vocation, identity, and spiritual awareness are possible. What are questions of di…

The initial shock of the pandemic crisis is over - the prolonged crisis keeps unfolding. Our up-ended lives are riddled with fear, grief and uncertainty. What does it mean to cope with the experience…

What kinds of preparedness is there for events like mass shooting or a devastating storm? What does it mean to teach immediately after these events? What happens when these events occur in your schoo…

What is trauma and how does trauma affect body, mind, and spirit? Are there different kinds of trauma? Since classrooms are spaces of human interactions, understanding how fear and woundedness affect…

How are you? The response to this question can be weighty during the COVID 19 pandemic. What we teach can be disturbing. What adjustments in our syllabi and teaching practices might aid in care? What…

Informed definitions of trauma are needed. Classrooms are never spaces for therapy. Ways of developing trauma awareness, self-care strategies and referrals. Creating spaces of respect, regard and car…

What will it take to teach toward racial justice and away from white supremacy?  Thinking about ways to incorporate minoritized voices into the entire curriculum.  Dr. Nancy Lynne Westfield hosts Dr.…

What is white rage? What does it mean that racism so permeates school ecologies that white rage is not noticed by anyone other than its victims? What is the loss to the institution for white rage? Ho…

This podcast was originally featured as a webinar with Dr. Nancy Lynne Westfield, Dr. Melanie Harris (Texas Christian University), and Dr. Jennifer Harvey (Drake University). White America must chall…