It might seem foolish, perhaps impossible, to talk about a Pedagogy of Hope in our current context, shaped as it is by racism, violence, economic dislocation, political rancor, and—oh, by the way—a global pandemic. In higher education, we find ourselves in an environment of crisis, in teaching and learning spaces that are unfamiliar to many of us and significantly more difficult for all of us. This session WILL NOT talk about “silver linings” or “making the most of the new normal.” In fact, one of the crucial elements of acting with hope is an honest acknowledgement that “normal times” were unsatisfactory and unsustainable. It will, however, offer some avenues to ground our pedagogy in an ethic of hope, as opposed to a program dictated by fear. We’ll look at reflective strategies to own our own pedagogical stances, and to ensure they align with the values we profess. We’ll examine what research shows us about students’ sense of belonging, and ways in which our course design and teaching practices can be inclusive and welcoming. Finally, focusing on the idea of presence, we’ll formulate strategies to welcome (and re-welcome) students into being fully present with our courses and one another. In our current moment, a Pedagogy of Hope that fosters complexity, connectedness, community, and compassion is vital.
Kevin Gannon’s teaching, research, and public work (including writing) centers on critical and inclusive pedagogy; race, history, and justice; and technology and teaching. His 2020 book,
Radical Hope: A Teaching Manifesto, was published by West Virginia University Press as part of their Teaching and Learning in Higher Education series. In that book, Gannon invites readers to approach the contemporary university’s manifold problems as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful.
