How to Organize a Teach-In

 

As teachers of American literature and culture, we are well positioned to bring our academic training and insight to bear on the social justice concerns of our political moment, such as women’s rights, immigrants’ rights, environmental justice, and anti-racist activism. Yet we may not know the best ways to discuss these issues with students and may wonder if it is appropriate to do so in the context of the classroom. Headlines about the weaponizing of free speech and attacks on faculty academic freedom may inhibit us from raising these concerns in our classes or on our campuses, especially those of us who are graduate student, pre-tenure, or contingent instructors. Some faculty who embrace social justice commitments may have pedagogical reasons for not addressing political issues in the classroom, particularly if the issues are not related to course content or learning outcomes.

How can we deploy our knowledge and expertise in support of our social justice investments if traditional protests, petitions, and demonstrations do not appeal to us or are not suitable for our role on campus? The “teach-in” format of the 1960s is an overlooked activist option for teacher-scholars who want to awaken their students and campuses to the urgency of the political moment. Through structured, organized educational events on campus but outside the classroom, teach-ins are an effective strategy for American literature instructors to use when the need arises to facilitate informed dialogue around social justice issues.

What is a teach-in?

http://michiganintheworld.history.lsa.umich.edu/antivietnamwar/exhibits/show/exhibit/item/86
University of Michigan students at the first teach-in. Source: http://michiganintheworld.history.lsa.umich.edu/antivietnamwar/exhibits/show/exhibit/item/86

At traditional teach-ins, a series of scholars speak on their areas of expertise in relation to a specific political or social justice concern. The first “teach-ins” on college and university campuses were organized in response to the Vietnam War draft. Professors at the University of Michigan planned a teaching strike and an off-campus “teach-out” in the style of labor movement “walkouts.” Faced with threats of retaliation, the faculty members reconsidered. Rather than strike or walk out, the educators chose to “teach in,” or “occupy” (to use the 21st-century term) the campus with their academic knowledge and pedagogical expertise. Along with lectures and discussions related to the war draft, the teach-in also included debates, movies, and musical performances. Similar campus-wide teach-ins soon followed at institutions such as Columbia and Berkeley.

Later on, teach-ins were used by the “environmental, women’s, anti-Apartheid, and anti-nuclear movements, into the 1990s and 2000s [by] the Democracy Teach-Ins . . . and most recently [by] Occupy and Black Lives Matter.” A teach-in is an opportunity to promote dialogue about current political affairs outside the classroom and regular curriculum, but still within an academic setting. Teach-ins are an occasion for faculty to model civil discourse and to demonstrate the academic relevance of social justice concerns by connecting social justice issues to the content and methods of our discipline. Teach-ins are designed to be participatory, with discussion and questions from the audience. Although the earlier teach-ins of the 1960s were sometimes disruptive, teach-ins are part of the tradition of peaceful protest and activism.

Some teach-ins may have the overt political goal of “producing knowledge for use by participants as members of an organized, politicized campus community.” Others may simply aim to raise an issue. For example, a colleague who organized a teach-in in response to the 2003 Iraq War explains that faculty did not want students to “walk out of class” in protest, yet wanted to send the message that a declaration of war “was momentous and needed to be thought about and processed” as a campus community. Faculty from across campus provided historical, artistic, political, feminist, ethical, and military history lenses to deepen the campus’s thinking “about Iraq, about war, and about the implications of U.S. actions.” By considering the issue from so many perspectives, students were empowered to come to their conclusions.

“Day Without a Woman” teach-in

day without a womanI helped organize a teach-in in conjunction with the “Day Without a Woman” strike sponsored by the Women’s March on March 8, 2017. Although many faculty at my institution were concerned about the matters related to the strike—women’s issues, labor issues, and anti-immigrant policies—we did not believe it would serve our students or the educational mission of our small, teaching-focused institution to “walk out” and not teach that day. Many of our students care deeply about social justice issues, but generally speaking, our student body is not “political.” Our students look to faculty for leadership on political activism, and we decided that a teach-in would provide a productive model of engaged citizenship and democracy in action.

We held our teach-in in the atrium of our library, a visible locale in the center of campus. Faculty from our Gender Studies program gave lectures on topics such as “Women, Science, and Feminism,” “Sojourner Truth: Abolitionist, Intersectional Feminist, Bad Ass,” and “The Value of Women’s Labor.” We also held a community reading and discussion of Margaret Atwood’s The Handmaid’s Tale. Our teach-in ended with a bilingual reading by two Mexican poets visiting campus that day, Marcia Trejo and Aurora Velasco.

To create a welcoming and fun setting for students and the entire campus, we provided catered refreshments and hot chocolate throughout the day. We publicized the teach-in to students, staff, and faculty over campus email listserves; we also posted flyers and announced it in our Gender Studies classes. Many students came to the teach-in on their own, and several faculty encouraged students and entire classes to attend the various lectures, readings, and discussions.

Once we had the idea, we were able to organize our “Day Without a Woman” teach-in in just a few days. My campus is small with few bureaucratic barriers, so we were able to find faculty speakers, schedule rooms, order food, and publicize the event on short notice. We had the support of key campus leaders who viewed the teach-in as a positive demonstration of civil discourse.

Other teach-in formats: Tours, panels, syallabi, Twitter

learningisresistance.jpg-largeWhen I recently posted a query about teach-ins on Twitter, I discovered that instructors in the broader field of American cultural studies are embracing some creative and unexpected teach-in formats. Trish Kahle organizes socialist walking tours of her university’s campus that “re-narrate” the typical college admissions tour. Guy Emerson Mount has organized teach-in panels (rather than using the traditional lecture format) on his institution’s ties to slavery, a shooting by campus police, and hate speech on campus.

Rhonda Ragsdale, a history professor at Lone Star College, began tweeting about “social justice from a historian’s perspective” every Saturday morning under the hashtag “#SaturdaySchool.” She now has more than 8,500 followers and co-hosts Twitter teach-ins on issues as diverse as the present-day legacies of slavery to the importance of art. Online teach-ins and podcasts may be an option for those concerned about adversarial relationships between activists and academia or those who want to eschew their “universities’ ideological traps” and perpetuations of injustice.

Peter Sahlins at UC-Berkeley designed a semester-long teach-in on “The US Election of 2016 in Global Context.” Designed as a pass/fail course that met every Tuesday night in spring 2017, this teach-in featured faculty speakers from a variety of disciplines who discussed scholarly questions surrounding the unexpected victory of Donald J. Trump. Similarly, crowd-sourced syllabi organized around social justice and political issues such as #CharlestonSyllabus and #PostTrumpSyllabus have been designed and circulated in the activist and pedagogical spirit of the teach-in.

Considerations and recommendations for organizing a teach-in

recommendationsGiven the chaotic political news cycle, you may find that your campus needs to organize a teach-in on short notice. Consider the institutional structures and relationships that can aid you. For example, our Gender Studies program was able to provide the staff, resources, and budget for our teach-in. Individual faculty members’ rapport with campus staff made it possible for us to schedule rooms, publicize the event, and regroup when the inevitable planning complications occurred. However, if institutional logistics, bureaucracy, and politics make it difficult to move quickly and efficiently, perhaps the creative, alternative formats suggested above might be useful to you. At large institutions, organizing a teach-in for students and faculty in a single department or program, rather than an entire campus, may be more logistically feasible and effective.

Keep the education and empowerment of your students at the center of your teach-in. With students in mind, our “Day Without a Woman” teach-in was designed to be fun and interactive. My only regret was that we didn’t provide our students with opportunities for action. Voter registration or a letter writing event would have been action steps in-line with my institution’s mission of promoting engaged, democratic citizenship. There are some who argue that it is pedagogically irresponsible to bring matters of social justice to students’ attention without empowering them to do something. But other educators maintain that it is enough to raise the issue and let students come to their own conclusions and determine their own next steps.

Although the teach-in format is an alternative to more disruptive forms of campus activism and protest, it does not come without professional risk. Each instructor will need to identify and evaluate possible perils. Depending on your institutional context and your status within your institution or department, you may not feel professionally protected if you organize or participate in a teach-in. In such cases, those of us with tenure need to defend our colleagues’ academic freedom and promote free speech, the very pillar of our precious democratic institutions. We have a responsibility to wield our tenured status to amplify vulnerable voices and perspectives on our campuses and within the profession.

Teach-ins today can take many forms and are an established and pedagogically sound option for peaceful political resistance for teacher-scholars of American literature. For me, organizing a teach-in was a rewarding experience that aligned my personal values, professional ethics, and my social justice investments.

Questions:

Share your ideas, thoughts, and experiences in the “comments” section. I would love to hear from you!

  1. Have you ever organized or participated in a teach-in? What was the topic and format?
  2. Should a teach-in have an action-based outcome or is raising the issue enough?
  3. If you were to organize a teach-in on your campus tomorrow, what would the topic be?
  4. What is the relationship between tenure and academic freedom? What should the responsibilities of tenure entail in our perilous political climate?
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PALS Roundtable: Writing Better Teaching Philosophies

 

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via EmilyRachelMartin

If you have ever put together job applications or promotion packets, you know how difficult it can be to write a teaching philosophy. Most job documents feel more clear cut than the teaching philosophy—outlining your research, for example, is something that we have all practiced with every abstract that we have written. But the teaching philosophy is more amorphous. It is supposed to be at once practical and theoretical. It is supposed to show who you are as a teacher but not be too focused on yourself. It should present the current you and give the committee a vision of the future you. How does one go about achieving this? A lot of the generic advice out there is pretty bad, so we at PALS have put together a post that gives some tips on how to approach your teaching philosophy in order to make it a useful document which shows off your strengths as a teacher and allows anyone reading it to get a glimpse into your classroom. First, we start with some resources. Then, we think about the big picture goals of the philosophy, and finally, some advice for revision. The usual caveat to our PALS advice–that we are all Humanities, specifically English trained–remains true for this roundtable.

Before you Start:

Advice on Resources from Randi Tanglen

There are several excellent (and free) online resources available to colleagues writing their philosophies of teaching and learning. Here are a few that have been useful to me and the faculty members I work with at the Johnson Center for Faculty Development and Excellence in Teaching at Austin College.

Neil Haave’s short article “Six Questions That Will Bring Your Teaching Philosophy Into Focus” asks instructors to link their past experiences as learners to their current teaching practice. By reflecting on unforgettable learning experiences as students, instructors may be able to better articulate their own teaching values and goals in a teaching philosophy.

The Faculty Focus blog offers a free report on “Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement.” However, you must sign up for their free newsletter (a great teaching resource, and they won’t spam you) in order to download the report. This 21-page report includes several short articles on approaches to the teaching philosophy genre depending on audience, purpose, and discipline. I especially appreciate the last article in the report, “Writing a Teaching Philosophy Statement: Why, What and How” because of its practical, nuts-and-bolts advice. Those on the job market will like the article right before it, “Teaching Philosophy Statements Prepared by Faculty Candidates.”

A Google search will lead to any number of college and university teaching center sites with sample teaching philosophies. I have found the site at The Ohio State University’s Center for the Advancement of Teaching to be particularly useful with concrete tips and several samples of teaching philosophies from a variety of disciplines, including one from English.

I hope these resources are helpful to those writing their teaching philosophies. Best of luck!

As You Work:

Caitlin Kelly on the Aims of a Teaching Philosophy

There are two main routes you can take when you are beginning to craft a teaching statement: philosophical/theoretical route or the applied/practicum route. In the former, you set out your overarching theory of teaching and in the latter you focus in specific activities and assignments that you use in your classes. In my writing center work with doctoral candidates and postdoctoral fellows, I’ve seen both approaches but the most captivating teaching statements, regardless of discipline, always lean toward a focus on application. My advice to job applicants then is to try to find a balance between the two that fits your discipline’s expectations and the type of job to which you are applying. I tend to lend toward a 15/85 split between theory and practice. That said, I’m applying for teaching-intensive generalist and writing faculty positions, and it makes sense that they would respond favorably to more a focus on classroom application where that might not be as appropriate for a research position. Plus, for generalist and writing positions, which are often NTT, those hiring processes often do not included campus visits–in those cases, the teaching statement is doing the work of the teaching demonstration.

So here’s what I do: my teaching statement is just a bit short of 2 pages single-spaced, and each paragraph includes 1 or 2 vivid descriptions of assignments or class activities. Because of the type of jobs I apply to, I need the document to be as versatile and efficient as possible, and so I make sure that my examples represent activities that would work in both literature and composition courses and everything in between. I also unify the document by identifying a single goal—for me, that’s cultivating curiosity in my students. So, after I identify and describe why I focus on curiosity in my courses, the following paragraphs outline the key approaches and strategies I rely on for doing that. Those paragraphs are then supported with the vivid examples I described earlier. I return to the common theme of cultivating curiosity at the end of the statement. Thus, the theoretical or philosophical approach acts as a framing device, supported by my vivid descriptions of assignments and activities.

I’d also highly recommend that advanced graduate students and NTT faculty in particular check in with their campus writing center and faculty development or teaching centers for help crafting and revising teaching statements and other job materials. We often don’t think of these units as resources for us, but many writing centers these days serve faculty as well as students, and most teaching centers and faculty development offices are happy to work with graduate students.

Time to Revise:

Brianne Jaquette on Revising with a Critical Eye

I remember the first teaching philosophy that I ever wrote, which was more like a list of courses that I taught than any concrete explanation of my teaching. In my second philosophy, one of the first things that I did was take out the lists—of classes I taught, of texts I taught, of goals I had for my students. I had wanted to be comprehensive, but after seeing examples of teaching philosophies and getting advice on writing one, I realized that it should be less about giving the scope of your teaching and more about allowing the reader a glimpse into the present of your teaching. I don’t mean present as in explain the gift that you are to the teaching profession. I am suggesting that the reader should feel immersed in your teaching from reading your statement. The first thing I do when I revise a statement is ask: at what distance am I keeping my reader? Is this an overview of my whole teaching career or a look into what I am trying to achieve as a teacher? (In my opinion, it should be the latter.)

My second piece of advice is to look for moments when your text has energy and revise with a focus on spreading that energy throughout your text. I always love to write about moments in the classroom. My teaching philosophies are best at that level. When I revise, I think about how I can make my discussion of assignments as dynamic as my talk about what an exciting lesson is like. I still remember the first time I felt that energy from a teaching philosophy. I read the opening of the teaching philosophy where the teacher described an in-class activity, and I thought, “Oh, I want to do that in my class.” This happened several years ago, and at this point, I only vaguely remember what that activity was, but I remember who wrote that teaching philosophy, and I remember that moment of recognition. If you can find those moments in your own statement, then you should use them to guide the shape of your essay. Can you lead with that dynamic energy and then take your reader to a more practical or a more theoretical level (depending on where teaching comes alive for you)?

What that excellent teaching philosophy did was connect to my interest as a teacher. I would also suggest that it is useful to remember that your audience is primarily other teachers. Connect to the reader as a teacher. You don’t have to drop the latest pedagogy terms or name the theorist everyone is discussing. What you have to do is to connect the teacher in you to the teacher in whoever is reading it. I would think about what gets you the most excited about teaching and also what parts of teaching you love to chat about with other teachers. Tap into that feeling, into that excitement and draft your philosophy from that place.

Finally, the best teaching philosophy advice I ever received was about the arc that your philosophy should take. For me, it is important to not just stay in the nitty gritty of the classroom (because that is where I would stay if given the chance). I want to give the readers the scope of my teaching from moments in the classroom to the big picture of my course. I always try to hit the classroom experience, then discuss assignments or bigger themes in my courses, and finally I move to the bigger takeaways of my teaching. This order might be different for you depending on how you shape your essay, but as you revise, think about the levels on which you need to describe your work. Your philosophy should move the reader from the start to finish through time and space in your classroom. A too narrow focus or a too broad one does not allow the reader to obtain a sense of your vision as a teacher. Sometimes we think of this as showing who you are as a teacher. I would rephrase this slightly and think about what goes into your teaching and how you can weave the semester together from beginning to end and from tiny moments to overarching narratives.

Shape and Reshape and Shape Again:

Shelli Homer on Packaging that Statement for Application Requirements

After you have read all the tips about writing your statement of teaching philosophy, read samples and found strong models, drafted your own statement, and revised and revised that statement into a beautiful final product, it is time to acknowledge that it is never done and you will be required to hack it all to pieces over and over again to meet requirements of each job to which you choose to apply.

Even a document like a teaching philosophy, which seems like it would transfer across job positions because it is your philosophy for teaching, is individual to each job application. Are you applying to teach literature or writing courses, or both? What does your teaching philosophy need to do to reflect your awareness of that.

The 2-Page Teaching Philosophy

It is fabulous to have 2 single space pages to fill with your teaching philosophy. You can breathe; you have the time and space to develop your philosophy on the page for your readers. As the advice above suggests, you can describe what your classroom looks like, how certain assignments function, what students take away from both of those things, and discuss what you value as an educator. You can build a complex image of yourself as an instructor. You might end up with multiple versions of this document to meet the various needs of the different positions you will apply to.

The 1-page Teaching Philosophy

Then a job app asks for a 1-page statement of teaching philosophy. You have to speed up your pacing, cut pieces of explanation or examples that you spent a lot of time crafting in the longer document, and pare down your overall philosophy.  You are essentially creating a new document. In paring down your philosophy, you might go slightly broader so you can still get in the main concepts you want to articulate. Or, you might go more narrow, showing one piece of your overall philosophy and frame it as such. Since you are choosing this piece to represent you, it can be helpful to let readers know both that it is one small piece and why this is the piece you are choosing to showcase.

The 2-Paragraph Teaching Philosophy

Now we have a job app that asks for your teaching philosophy to be incorporated into your cover letter, along with everything else. Perhaps that cover letter is a 2-page document; you will go back to that 1-page draft of your teaching philosophy and figure out how much of it you can use. But a cover letter is a document with a different tone and the way you discuss your teaching philosophy could likely look very different.You are now reshaping it to fit within and make sense connected to what you include in the rest of the letter.

The 1-Paragraph Teaching Philosophy

Finally, let’s take this a step further and imagine that the requirements for that cover letter cut it down to a 1-page letter, which cuts your teaching philosophy down to 1-paragraph. This isn’t a lengthy paragraph. Now you have maybe one sentence to do each of the things listed in the above advice. If it was challenging to give a hiring committee a sense of who you are as a teaching in 2-pages or 1-page, it is an entirely different kind of challenge to articulate it in 1-paragraph. In many ways, all of that earlier advice goes out the window. It is time to get very direct.

After You’re Finished:

Our teaching philosophies should be alive. Every course we teach, every learning experience we have, and every student interaction should refine how we see ourselves as teachers. Don’t get stuck in the past. And sometimes revising that document means opening a new one and not looking at your previous versions at all.

If you want to keep practicing the newly minted skills you have developed while writing your teaching philosophy, consider pitching a guest post to PALS. As is true with all writing, doing it makes you better at it. Practicing writing about teaching with a PALS guest post will sharpen your vision of your own pedagogy and make the next philosophy that much easier to write.