How to start the
'Teaching' Case Study
These case studies were developed by core members of DEC. They are composites based on real experiences that aim to expose the sometimes obvious, but oftentimes unconscious, biases within our curriculum and academic culture. You are able to view them online or download them for use at a later stage. Either way, we hope they empower you to stand to for these injustices that are experienced by marginalised students in our classrooms.
Promise, the only African student in her course, usually had high engagement with her module options, participating in class, as well as completing the independent tasks. In one class, led by a senior member of the department, the tutor asked the class how many years of formal education a pupil should receive. The class was encouraged to discuss with their peers and then feedback to the tutor.
Many responses were given. One student’s response to the question was ’12 years’. The tutor replied, ’12 years of compulsory education, 12 years a Slave.’
Much to Promise’s outrage, she gasped. She couldn’t understand why a senior tutor in the department would make a comment like that. The rest of the class didn’t say much in response which made Promise feel invisible. In the immediate hours following the lecture, Promise was replaying the incident in her mind. She felt voiceless and unsure of where to go to raise her concern.
Was it even wrong of him, since he said it without remorse? Who would care? Could this be turned on her for being dramatic?
Promise internalised this event and to this day has never spoken to a member of staff about it.
How to use the
Reflective Questions
As you explore these case studies, we expect various reactions and questions will arise. Nurture your thoughts and allow for an emotive response - these stories are worthy of such. The questions you have may empower discourse, or personal reflection. Either way, we hope your brain is tingled! If you need a little spark of inspiration to get you thinking, here are some reflective questions. Utilise them liberally, letting your own experiences and ideals navigate your approach. We’d love to hear your thoughts - why not add them to our forum discussion?
Reflective Questions
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What is wrong here?
2. What needs to be addressed?
3. What support is needed for Promise?
4. What kind of support and/or training is needed for the staff?
5. What kind of support and/or training is needed for students in the dominant group in the class?