General Resources

Language, Imagery, and their Histories in the Classroom Space

The following is a handout I circulate in order to create safer (non-violent) spaces for the discussion of uncomfortable topics. I generally distribute and work through the handout after the first few sessions of a class. It highlights how imagery and language carry their own histories and agencies that can shape the spaces in which they operate.


Discussing Microaggressions

Below is an interview on my experience teaching about microaggressions. It was conducted by the Writing Across the Curriculum program at The Ohio State University and featured on their “Write.Think.Teach.” podcast. The podcast offers suggestions to instructors for introducing and handling the topic.



Statement on Presence

On the notion of ‘being present,’ I stress to course participants the importance of understanding awareness, positionality, and openness as parts of being a contributing member of our respective classroom community. The following is a statement I use on syllabi and discuss on the first day of class along with a short writing activity.

Since, as Audre Lorde (2009) contends, writers are teachers, it is important that you understand your crucial role in this course. Your attendance means more than showing up to a space. It encompasses the idea that we are mutually responsible for our shared futures, where the ethic of personal accountability  (Hill Collins 1990) means that we know and embody the implications of our thoughts, words, and actions. As a storyteller and teacher, you are invited to be vulnerable, wholly present in mind, body, and spirit (hooks 1994) in our classroom. ‘Presence’, then, can mean more than/not only physical embodiment in shared space—it means being with each other in an environment of our collective making.