Being and inviting full selves into academia is about marginalized and minoritized academics, teachers, and students investing in marginalized academics, teachers, and students. This autoethnographic and qualitative interview-based research starts to re-/co-author a new kind of academia; an academia based on care and consent which uplifts instead of tears down, and which centers crip, feminist, and queer justice. / Doctor of Philosophy / In this work, I discuss the possibilities that are opened by bringing your whole self into the institution of academia as a student, teacher, and/or researcher. A Pedagogy of the Full Self is about creating a new scholastic arena where those who face oppression are welcomed wholeheartedly as though they always belonged. I discuss how identities of gender, ethnicity, race, class, and dis/ability can impact student learning, faculty teaching, and researchers developing new information and I emphasize the role of clear communication in the process of developing new ways to learn, create, and share knowledge.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/119220 |
| Date | 31 May 2024 |
| Creators | Brimmer, Casey Anne |
| Contributors | Political Science, Queen, Khadijah, Shew, Ashley, Shivers, Carolyn, Caraccioli, Mauro J., Itchuaqiyaq, Cana Uluak |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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