Care Lineages: Care in Your Discipline (for Graduate Students)
October 29 @ 1:10 pm - 2:25 pm
How is “care” conceptualized (or ignored) in your field? What practices, ethics, or traditions shape how care is enacted in your discipline’s pedagogical and research spaces? Where do you see room for supporting these? Is there any need to disrupt, expand, or reimagine these? If so, how might that be done? This session invites teaching fellows to explore how their discipline has historically conceptualized, embodied, or excluded care—whether through its methodologies, ethical commitments, or relational practices—to inform their own pedagogical approach. From this grounding, the group will also consider where their discipline’s assumptions may need to be disrupted, expanded, or reimagined to support more just and liberatory teaching.
About the Pedagogies of Care series
This is the third 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 (Register here) – Snacks Served
- 10/29 – Part 3 – Care Lineages: Care in your Discipline – 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 #2 & #3: Learning Objectives & Active Learning
- Encourages backward design rooted in disciplinary values
- Facilitates the development of learning environments aligned with justice and care within field-specific supports and constraints
- Bridges inclusive teaching with field-based practices and epistemologies
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.
