Shop talk: talking shop about creating safe spaces in the HBCU classroom

The perception of historically Black colleges and universities (commonly known as HBCUs) in the United States is that they are culturally familiar havens for students of color from underrepresented groups who are seeking shelter from ideological and racially biased predominately White institutions or PWIs. The fact of the matter is that there are components of the culture at HBCUs and other similarly situated universities that speak to the need for the creation of “safe spaces” in order to ensure that all students who attend are protected and made to feel welcomed. Using muted group theory along critical discourse theory as a backdrop, this study was conducted among a small sample of educators who participated in a faculty institute workshop and book talk (N = 14) at an HBCU in Maryland about their classroom practices and ways in which each member created a safe space in their own teaching processes. The findings of this study include faculty respondents who largely reported that they do make some accommodations to assist students in their efforts to feel comfortable within their own classrooms. These actions they stated were necessary in today’s political climate and to ensure inclusiveness for all. Discutere di lavoro: conversazioni professionali sulla creazione di spazi sicuri in classi HBCU La percezione negli Stati Uniti degli Historically Black Colleges and Universities (comunemente noti come HBCU) è che siano paradisi culturalmente familiari per studenti di colore provenienti da gruppi sottorappresentati, che cercano riparo da istituzioni con pregiudizi ideologici e razziali, istituzioni prevalentement Bianche o PWI. La realtà è che ci sono componenti culturali presso le HBCU e altre università similmente collocate che parlano della necessità di creare “spazi sicuri” al fine di garantire a tutti gli studenti che frequentano di essere protetti e fatti sentire accolti. Utilizzando la muted group theory insieme alla teoria del discorso critico come sfondo, questo studio è stato condotto su un piccolo campione di educatori che ha partecipato a un workshop in un istituto universitario e ad un book talk (N = 14) presso una HBCU nel Maryland riguardante le pratiche didattiche e i modi in cui ogni membro ha creato uno spazio sicuro nei propri processi di insegnamento. I risultati di questo studio includono interviste tra i docenti i quali hanno ampiamente riferito di prendere alcune misure per assistere gli studenti nei loro sforzi di sentirsi a proprio agio all’interno delle aule. Queste azioni sono state presentate come necessarie nel clima politico odierno e per garantire a tutti l’inclusione

Access Denied: Ending the Exclusion of Disabled Students From Media Production Courses in Higher Education

As the acceptance of media literacy increases among educators, media producers and consumers, one group is often missing from the dialogue—persons with disabilities. This absence is witnessed in the marginalized media depictions of the disabled. To gain entry into the media professions, some form of higher education is required. Using muted group theory as a backdrop, this work, a narrative analysis of the author’s experience with students with disabilities in media production courses, explores the de facto exclusion of persons with disabilities in such classes, due to the poorly outfitted and non-compliant nature of audio and video production facilities