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Care Disruptions: Systemic Barriers (for Graduate Students)
October 15 @ 1:10 pm - 2:25 pm
What gets in the way of practicing care in your teaching? How do institutional norms (around productivity, grading, deadlines, authority, surveillance, or risk) reproduce harm or hinder access? What carceral or capitalist logics have you internalized, and how might you unlearn them? This session highlights the systemic barriers to care and fosters collective language for identifying and resisting those forces, with space for processing personal complicity and institutional constraints.
About the Pedagogies of Care series
This is the second of three sessions in a Pedagogies of Care series. This three-part series of discussion-based sessions offers a supportive space for graduate student instructors to process and explore the tensions, barriers, and possibilities of practicing pedagogical care in university classrooms. Participants will engage in techniques, alongside considerations of ethics, politics, and personal stakes of inclusive teaching. This series is facilitated by Kelsey Reeder, a doctoral candidate in Social Work and CTL Teaching Consultant.
Participants are strongly encouraged to join all three sessions for continuity of community and shared language, but attendance at all three is not required. The three sessions are being held at the same time on the following dates:
- 10/1 – Part 1 – Care Pedagogies: Accessible Teaching (Register here) – Lunch Served
- 10/15 – Part 2 – Care Disruptions: Systemic Barriers – Snacks Served
- 10/29 – Part 3 – Care Lineages: Care in your Discipline (Register here) – Lunch Served
Alignment with CTL’s Essentials of Teaching and Learning series
Grounded in the values of disability justice and community-based care, each session complements and deepens the Essentials of Teaching and Learning series by providing a space for critical reflection on lived experiences, structural barriers, and pedagogical commitments.
This session aligns with Essentials of Teaching and Learning #4: Assessment & Feedback
- Critically engages what we assess, how we assess, and why
- Reframes feedback as a relational, care-based practice
- Invites reimagining of rubrics, deadlines, and labor through anti-carceral and anti-capitalist lenses
Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.
This event may be photographed. For concerns, contact ColumbiaCTL@columbia.edu.
