Making Monsters

Instructors have critically sought ways to embody the theories and ideals espoused in radical texts work better force changes type of students we produce. What is presented here an honest reflective dialogue, based on a reflexive critique 17 years as professor I encountered. But more importantly, this also equal set studying aftereffects White supremacy, “candy wrapper” left ground at campsite that informs someone was present, insinuates what may been done, eludes sense disregard while foreclosing any understanding it will go do next. Those candy wrappers are “mild” subjects legacy lynching, colonialism, state-sanctioned violence. So, context being faculty member engaged with students, pose question you, for us, from me: if instead “transgressing” fact maintaining it? Many us higher education come diversity, equity, inclusion (DEI) insufficient college teaching student learning positively move forward through 21st century. If understand supremacy not societal add-on has corrupted world around but actual how properly contextualize course or class? How foster experiences deepen systemic reality? This essay challenges reductionist understandings matter privilege reflected DEI, culturally responsive teaching, dismantling, antiracist, invisible-knapsack-based approaches. Could be reduction producing “monsters”?