Titles
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D-G
H-K
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P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Teaching Racism, Or How to Teach a Moving Target
F. Gooding
9:00 am - 10:30 am

Abstract

This paper engages an ongoing challenge, which revolves around two key concepts: the fixed and fluid nature of both time and ideas. With respect to the “cycle of time,” the contribution here will be to understand the cyclical nature of time while reconciling with its fluid nature to indeed change. Meaning, when traditional historians approach history, it is mostly a chronological approach that has a set beginning and a specific ending, a bracketing of periods in order to make the larger concepts more digestible along a linear path. Thus, to study change over time, one must pick a place in time and continue forward. My analysis of Black American history offers another approach – namely that rather than move forward within a strictly linear fashion, that time can operate on a cyclical manner meaning that even though the time and date are different, the circumstances and concepts are quite similar, thereby leading to the colloquial expression, “history repeats itself.” History may not repeat itself exactly, but reoccurring themes can indeed be reminiscent, which leads to the tensions surrounding societally shared ideas and the sacrosanct fear of altering “the gospel truth.” As a Historian, I am keenly sensitive to the idea that every new day brings forth the possibility of new discovery — and new, verifiable facts (especially from primary source documents) can provide us with new insights as to how we interpret the past moving forward. With it comes to teaching about race relations, we should not be fearful of the fact that what we teach now, may have to change and evolve as what we know about the past expands with additional research and data mining. We must therefore prepare to change how we interpret the past, with our only obligation being to be consistent with truth-telling. Thus, when it comes to future discussions and teachings about race, we can and should be prepared to change our story, so long as it is a true story.

Biography

Frederick Gooding, Jr. (PhD, Georgetown University) is an Associate History Professor and the Dr. Ronald E. Moore Endowed Professor of the Humanities at Texas Christian University in Fort Worth, TX. Featured in national publications such as “New York Times” and “USA Today,” Dr. Gooding critically analyzes image within mainstream culture and engages audiences on racial patterns “hidden in plain sight.” “Dr. G,” as he is affectionately known, has also provided social commentary on CBS, NBC and Fox News networks and served as inaugural Chair of TCU’s Race & Reconciliation Initiative.