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Creating a Pedagogy of the Full Self: Being and Inviting Full Selves Into Academia

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.

Identiferoai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/119220
Date31 May 2024
CreatorsBrimmer, Casey Anne
ContributorsPolitical Science, Queen, Khadijah, Shew, Ashley, Shivers, Carolyn, Caraccioli, Mauro J., Itchuaqiyaq, Cana Uluak
PublisherVirginia Tech
Source SetsVirginia Tech Theses and Dissertation
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
FormatETD, application/pdf
RightsIn Copyright, http://rightsstatements.org/vocab/InC/1.0/

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