Decolonizing Classroom Participation
Wednesday, October 8
2鈥�3 p.m.
Killam Library, Room B400*
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Classroom participation is often narrowly defined: speaking quickly, confidently, and frequently. These norms privilege certain voices 鈥� often male, extroverted, or Euro-Western 鈥� while silencing or penalizing others, particularly women, gender-diverse students, and those from non-dominant cultural backgrounds. In this workshop, faculty will examine how gendered, cultural, and colonial expectations shape our perceptions of 鈥済ood participation鈥� and how these assumptions influence teaching, feedback, and grading practices.
Drawing on Indigenous pedagogical principles that value listening, relationality, storytelling, and collective knowledge-building, participants will:
- Reflect on their own biases in assessing participation.
- Explore alternative ways of recognizing and valuing student engagement.
- Co-create strategies for designing more inclusive, equitable, and relational learning environments.
This session invites instructors to critically reimagine participation, ensuring that all students have opportunities to contribute meaningfully and authentically, while also honoring diverse ways of knowing, being, and learning.
Facilitator
Rachelle McKay, Educational Developer, Indigenous Knowledges & Ways of Knowing
*Please note that the B400 classroom is in the basement of the Killam Library. We are aware of, and apologize for, the accessibility barriers associated with this room. If you require the use of an elevator to reach this room, one of the CLT staff will have to access the elevator with you, using their key card. Please let us know in advance so that we can facilitate a smooth and timely transition to the basement.
We also ask that participants be respectful of those with significant allergies and avoid wearing perfume, aftershave, cologne, and highly scented hairspray, soaps, lotions, and shampoos.
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