This post was written by Contributing Authors Karen Zaino (Secondary Education and Youth Services, Queens College), Azreen Hasan, Emily Ram, Maria Sultana, and Ahmad Zeidieh.

During this session, which was part of Dean Dana Fusco’s Will to Change series in the Queens College School of Education, I worked with four undergraduate students to facilitate a workshop on “moving toward dis/comfort” in classroom conversations. We use the term “dis/comfort” to signal the importance of recognizing different positions and comfort levels within the classroom, where “comfort” and “discomfort” are shorthand for the affective experience of material injustice. For many students–particularly minoritized students–classrooms have long been “uncomfortable” places that dismiss, demean, or erase their ways of knowing and lived experiences. Therefore, this workshop focused on how we might critically consider the distribution of comfort in a classroom setting – who is comfortable? At whose expense? – and use a series of “talk moves” to shift the hegemonic distribution of comfort and discomfort. These moves were adapted from the recent book Classroom Talk for Social Change by Melissa Schieble, Amy Vetter, and Kahdeidra Monét Martin. Continue reading →

This post was written by Contributing Author Dillonna C. Lewis, Adjunct Assistant Professor at Hunter College, CUNY, and a facilitator of the event.

In post-panel processing with students, an underlying theme emerged–the ongoing relevance and impact of Audre’s poems and prose for our current socio-political realities. Students reflected on the need for additional community “read-in” spaces at Hunter College where they can dialogue with peers, professors and other participants from the larger community.  Bringing Audre back to the community, and listening to the intergenerational interactions in break out groups, honored the power of poetry to speak to us all, to teach us all and to hold our complexities. In our small group conversations, we were able to lift up difference for conscious introspection and publicly name what sustains us in community and what divides us. One panelist shared her experiences with feeling dissected, probed and interrogated in White feminist circles where she was expected to speak for all Black women. The repetitive notion that academic spaces can only hold one brilliant Black woman at a time feeds this “under the microscope” phenomena that threatens current attempts to organize movement-building that defines and empowers.  Continue reading →

This post was written by Contributing Author Meagan G. Washington, Adjunct Lecturer at Hunter College, CUNY.

The community read-in of Audre Lorde’s work has generated an opportunity to reflect deeply on how her work offers ways to think about the current socio-political situation. The history of anti-black racism and more contemporary anti-Asian violence leave students and CUNY community devastated and struggling to come to grips with the violence. Lorde’s work in ‘A Litany for Survival’ as well as her other prose and poetry ground the experiences of violence by braiding together individual experiences with systemic structural violence. The reflections by Meagan G. Washington and Dillonna C. Lewis, show just how rich the conversation Lorde’s work provoked in the breakout rooms. Continue reading →