Sociology, York University, Toronto, Ontario, Canada
Sociology and Anthropology, Carleton University, Ottawa, Ontario, Canada.
Med Humanit. 2024 Sep 23;50(3):513-519. doi: 10.1136/medhum-2024-012912.
Academics and students from marginalised identities encounter challenges and barriers at all levels of participation in the settler colonial university, in both practices of teaching and learning. While this observation holds true for courses in the health humanities, their unique interdisciplinary position and context creates space for challenging dominant norms in society and in academia. In this paper, we describe our experiences as two black and queer graduate students developing and co-teaching an online interdisciplinary course, 'Race and Medicine'. The idea for co-teaching originated as a means of ensuring continuity and sustainability in the course (AvB was expecting her first child and contending with the possibility of unplanned preterm birth) and emerged into what we suggest, in line with the transformative pedagogical theory of bell hooks, was a micro-scale transgressive learning community. We argue that our co-teaching partnership facilitated practices of revealing, mitigating and disrupting oppressive structures in the white heteropatriarchal academy, in addition to offering unique learning opportunities for students. The intersections of difference and similarity between our disciplinary, professional and social identities transformed and enhanced the types of conversations and learning activities we held with the class and were a feature of the course which was rated highly in evaluations. We conclude by suggesting co-teaching as a possible model of sustainable pedagogy for the health humanities, one that is especially valuable for racialised graduate students who are developing professional identities as instructors and exploring careers in the health humanities. In addition to facilitating interdisciplinary student learning, co-teaching and the subsequent formation of micro-scale transgressive learning communities challenges the dominant power structures of the academy by making space for teaching and learning in the contexts of solidarity, care and sustainability.
边缘化身份的学者和学生在参与殖民定居者大学的各个层面时，无论是在教学实践中还是学习过程中，都会遇到挑战和障碍。虽然这一观察结果适用于健康人文学科的课程，但它们独特的跨学科地位和背景为挑战社会和学术界的主导规范创造了空间。在本文中，我们描述了作为两名黑人酷儿研究生开发和共同教授一门在线跨学科课程“种族与医学”的经历。共同教学的想法源于确保课程的连续性和可持续性（AvB 即将迎来第一个孩子，并面临计划外早产的可能性），并发展成为我们所建议的，符合 bell hooks 的变革性教学理论的微观尺度越轨学习社区。我们认为，我们的合作教学伙伴关系促进了揭示、减轻和破坏白人异性恋父权制学院中压迫性结构的实践，同时为学生提供了独特的学习机会。我们的学科、专业和社会身份的差异和相似之处的交集改变并增强了我们与班级进行的对话和学习活动的类型，这是课程的一个特点，在评估中得到了高度评价。最后，我们建议共同教学作为健康人文学科可持续教学的一种可能模式，对于正在发展作为教师的专业身份并探索健康人文学科职业的少数族裔研究生来说，尤其具有价值。除了促进跨学科学生学习外，共同教学以及随后形成微观尺度越轨学习社区，通过在团结、关怀和可持续性的背景下为教学和学习创造空间，挑战了学院的主导权力结构。
