Dear colleagues,

I am super excited to get to know and think and learn with all of you this week.

I hope that as we read and learn from disabled scholars, activists, and students this week, we can hold on to our need to exercise a pedagogy of care for our students and also for ourselves. To that end, I’ve tried to keep our work together short and sweet: rich enough to help us go deep, but flexible enough to suit our different bodies and their needs. Here's an overview:

Our big work for the week, together: As a group, we’ll craft a manifesto for a syllabus of care, inspired by our readings for the week and our conversations in Discourse. We’ll share this with the rest of DPL by 9 AM ET on Friday morning.

Our daily work for the week, individually:

  • Each day, I’ll post links to one or two short readings to ignite our thinking about caretaking for ourselves and for our students. (See posts on our Ghost blog space).
  • I’ll also open a thread for conversation on Discourse, with a different question to kick off our discussion. (See links on Discourse)
  • We’ll add to and edit our manifesto day by day. Particularly encouraged: moving material that resonates from our conversations in Discourse over into the Manifesto Google Doc—just drop a note in the Discourse thread so authors know their words traveled.
  • On Friday by 12:00pm ET, we'll post a short reflection or other post on Ghost, the DPL blogging platform. This piece might take the form of a revised access statement for your own course, or a reflection on what care for your students and yourself might look like in your work this fall, or it might take another shape entirely (all media and formats encouraged). My hope is for you to produce something that captures your thinking from this week, in a form and size that feels meaningful and manageable to you.

Optional work for the week, together: On 30 July at 16:00 EDT (UTC -4) we’ll have a synchronous Zoom call we’ll use to hack university-issued access statements—those sad little bureaucratic paragraphs about how the instructor “accommodates disabilities”—into something that recognizes and welcomes the range of bodies and minds in our classrooms. Pre-hacks and post-hacks from asynchronous participants will also be welcome. We’ll share our hacked access statement with our DPL colleagues on Ghost on Friday, as well.

Most importantly, I hope that you will flex this work this week as your body and mind need. Take breaks; get away from the screen as you can. (Learning to rest is an essential part of making a syllabus of care, to my mind). If I can do anything to support you, please reach out.


P.S. If you’re looking to get a jump on the week’s work, head over to our Discourse forum and introduce yourself! Tell us a bit, too, about what care has meant for you as you plan your classes.

Photo by Wolfgang Hasselmann on Unsplash

~ Read next post in Syllabus of Care ~

Monday: intros and reading

Posted by Toni Wall Jaudon

1 min read