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UID:20260405T183020EDT-2098taI026@132.216.98.100
DTSTAMP:20260405T223020Z
DESCRIPTION:The tension in the remote classroom is heavy. A few students ap
 pear to be typing privately amongst themselves in the chat\, and one stude
 nt left the class session abruptly. Three students whose cameras were on b
 efore have now turned them off. A student has just made a racial microaggr
 ession (a demeaning comment or behaviour that reflects prejudice towards s
 tudents of colour). Everyone is looking to you\, the instructor\, to see h
 ow you are going to respond... What do you notice is happening in your bod
 y? Where do you feel the tension? How is your breathing? Is your heart rac
 ing? And what about the bodies of the racialized students and faculty who 
 are most impacted by the microaggression? Are the students who made the mi
 croaggressions aware of what just happened? What might be happening for th
 em\, when you or another student calls them out? You may be familiar with 
 the flight-fight-freeze response\, the body’s natural responses to stress\
 , present when microaggressions happen in the classroom. Microaggressions 
 happen so quickly\, whether they be racial\, gender-based\, about sexual o
 rientation\, ableism\, or another form of cultural oppression. The subsequ
 ent impacts of microaggressions disrupt the learning and safety of our cla
 ssrooms.This workshop will look at how Theatre of the Oppressed methods ca
 n help slow things\, helping us educators to increase our awareness of und
 erattended aspects of microaggressions\, our nervous systems. All analysis
  will be explored through the power dynamics of representation\, absence a
 nd invisibility.REGISTER>> Learning objectives:- To understand different f
 orms of microagressions- To identify important tensions present post-micro
 aggression- To begin developing frameworks that support addressing microag
 gressions BIO: Jessica Bleuer\, MA\, M.Ed.\, Ph.D.(c)\, she/her pronouns\,
  is a Registered Drama Therapist in private practice and a tenure-track le
 cturer and supervisor in the MA Drama Therapy Program at Concordia Univers
 ity in Montreal. Latinx and first-language Spanish-speaker from an immigra
 nt family\, early and marking experiences of being ‘othered\,’ have driven
  her passion for equity work. A past two-term Diversity Chair for the Nort
 h American Drama Therapy Association\, Jessica's teaching and research foc
 uses on the intersections between individual wellness and larger systemic 
 change. She has been facilitating Theatre of the Oppressed workshops for t
 he past twenty-years and has had many opportunities to use this work in he
 r teaching\, therapeutic practice and work as a cultural equity consultant
 . Her current research focusses on addressing racial and ethnic microaggre
 ssions in higher educational classrooms (Cegep and Universities).
DTSTART:20210128T180000Z
DTEND:20210128T200000Z
SUMMARY:Addressing Microaggressions in the Classroom: Attuning to Power Dyn
 amics and Nervous Systems
URL:https://www.mcgill.ca/channels/channels/event/addressing-microaggressio
 ns-classroom-attuning-power-dynamics-and-nervous-systems-327071
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