A webinar discussing pedagogical strategies toward LGBTQ2S+ inclusion in online learning environments was held on June 25, 2020. Below is the recorded webinar and slides. The presentations were delivered in English with ASL interpretation, and English captions are available for each presentation.
For our reference list on fostering LGBTQ2S+ inclusion in online learning, please click here.
Si vous avez des questions ou des commentaires sur les présentations du webinaire, veuillez nous contacter à email@example.com ou contactez directement le présentateur via son adresse e-mail indiquée.
|Context: Toward Answerability||Jodi Linley||5:17|
|Relationally Present, Virtually Remote: Fostering A Critical Pedagogy |
of Care within Online Education
|Creating Learning Partnerships with LGBTQ2S+ Students||Michael Denton||25:29|
|Trans*forming a Pedagogy of Care: Pedagogical Practices to support |
Queer and Trans Students in Online Learning Environments
|Centering LGBTQ2S+ Students of Color in Community College Online Environments||Melvin A. Whitehead||49:13|
|Ending 2SLGBTQ+ Allies in Higher Education: Implications for Online Learning||Dian D. Squire||59:30|
|Understanding and Addressing 2SLGBTQIA+ Exclusion in the Online Classroom||Tameera Mohamed||1:11:38|
|Discussant Comments||Z Nicolazzo||1:24:34|
Relationally Present, Virtually Remote: Fostering A Critical Pedagogy of Care within Online Education
Presentation description: This presentation explores how a critical pedagogy of care and compassion could help foster LGBTQ2S+ inclusion in remote learning environments. The concept of care is deconstructed and politicized as a relational approach to teaching/learning, and strategies are shared to centre students’ realities in the development/delivery of online courses.
Presenter: Michelle Skop (she/her) is an assistant professor in the Faculty of Social Work at Wilfrid Laurier University. Michelle’s research focuses on critical, community- based pedagogies, experiential learning processes, and creative arts approaches within social work education. She also uses arts-based research methods to explore intersectional identities and experiences of health and healthcare systems.
To view and download the presentation slides, please click here. To skip ahead in the video to Michelle’s presentation, please click here (10:15).
Creating Learning Partnerships with LGBTQ2S+ Students Online
Presentation description: The Learning Partnerships Model (LPM) is a framework based on Baxter Magolda’s longitudinal study of college students for promoting complex epistemological, intrapersonal, and interpersonal development. Michael discusses the principles and assumptions of the LPM with critical pedagogies, LGBTQ2S+ students, and online learning environments in consideration.
Presenter: J. Michael Denton (he/him) is an assistant professor of Higher Education and Student Affairs at the University of South Florida. Michael’s research focuses on college student embodiment using queer and poststructural frameworks. Using narrative and arts-based methods, he has examined the experiences of trans collegians and gay college men living with HIV.
To view and download the presentation slides, please click here. To skip ahead in the video to Michael’s presentation, please click here (25:29).
Trans*forming a Pedagogy of Care: Pedagogical Practices to support Queer and Trans Students in Online Learning Environments
Presentation description: This session discusses the importance of engaging in pedagogical practices that illustrate an act of care (Noddings, 1984/2002) in online learning environments. Katy centers how educators can provide opportunities to better support queer and trans identified students through both their pedagogy as well as specific teaching methods.
Presenter: Katy Jaekel is an assistant professor of Higher Education and Student Affairs at Northern Illinois University. Katy’s research examines how queer and trans* identified students navigate their higher education academic experiences. Katy also researches and writes about Critical Pedagogy and ways to transform faculty development to center inclusive pedagogical practices.
To view and download the presentation slides, please click here. To skip ahead in the video to Katy’s presentation, please click here (38:09).
Centering LGBTQ2S+ Students of Color in Community College Online Environments
Presentation description: Using Vaccaro et al.’s (2015) model addressing minoritized student identities of sexuality and gender in campus contexts as a framework, Melvin focuses on how community college educators can develop practices for centering LGBTQ2S+ students of Color in online environments.
Presenter: Melvin A. Whitehead’s (he/him) research focuses on critical approaches to whiteness, racism, and anti-blackness on U.S. college campuses, as well as LGBTQ+ students at community colleges. Melvin is a recent graduate of the University of Georgia and will be starting his role as assistant professor of Student Affairs Administration at Binghamton University this fall.
To view and download the presentation slides, please click here. To skip ahead in the video to Melvin’s presentation, please click here (49:13).
Ending LGBTQ2S+ Allies in Higher Education: Implications for Online Teaching
Presentation description: This session problematizes the concept of LGBTQ2S+ ally, suggesting instead the Indigenous Action Network’s conceptualization of being an accomplice. Dian suggests an intersectional and humanistic approach that requires instructors to historicize and build their understanding of oppression, and ultimately use their privilege/capital to take action. Doing so in the online environment will take new imagining as the student-instructor relationship will inevitably be different than in face-to-face relationships.
Presenter: Dian Squire (he/him) is an assistant professor of Counseling-Student Affairs at Northern Arizona University. He is committed to addressing structural oppression in higher education so that institutions can realize their missions of personal development and service to the public good. He is dedicated to pursuing interdisciplinary anti-oppressive scholarship for the purposes of socially just institutional transformation.
To view and download the presentation slides, please click here. To skip ahead in the video to Dian’s presentation, please click here (59:30).
Understanding and Addressing 2SLGBTQIA+ Exclusion in the Online Classroom
Presentation description: This session explores the subtle ways that 2SLGBTQIA+ students receive messages of exclusion and not-belonging in the online learning environment. Using the concept of microaggressions to frame these experiences, and drawing on research exploring student and faculty experiences at Canadian institutions, we explore how exclusion operates on the everyday level in online classrooms and what can be done to address it.
Presenter: Tameera Mohamed (she/her) is a mixed-race, settler, cisgender queer woman who works as Cultural Diversity Advisor at the University of Guelph. She spent several years researching processes of inclusion and exclusion for LGBTQ+ folks in postsecondary institutions. Tameera also facilitates trainings for staff and faculty at Ontario colleges on 2SLGBTQIA+ inclusion.
To view and download the presentation slides, please click here. To skip ahead in the video to Tameera’s presentation, please click here (1:11:38).
Organizers & Moderators
Jodi Linley (she/her) is an associate professor of Higher Education and Student Affairs at the University of Iowa and Principal Investigator of MOSAIC: The National Study of Queer, Trans, & Ace College Student Success. Jodi’s research encompasses college student meaning-making about campus climate and campus diversity messaging; LGBTQ2S+ college student success; and higher education socialization.
Z Nicolazzo (she/her) is an associate professor of Trans* Studies in Education and Co- Chair of the Transgender Studies Research Cluster at the University of Arizona. Nicolazzo is an educational ethnographer and her research focuses on the affective and cultural discourses of gender, and how these discourses mediate the lives of trans students, faculty, and staff.
Michael Woodford (he/him) is an associate professor of Social Work at Wilfrid Laurier University. His research addresses the intersection of campus climate, mental health, and academic development among diverse LGBTQ2S+ university students. He is the principal investigator for Ontario-wide study, Thriving on Campus.