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I don’t think of myself as a sociologist.
I don’t even think of sociology as a field.
When I start a class, I’m just trying to get students to write essays.
I think that’s the most important thing.
When you go to class, you’ve got to be thinking about the professor.
You can’t be thinking, oh, my god, I need to get this right.
I need this to be right.
The professor has a lot of power, and I think most of the time, the professor is very smart, very clever, and very hardworking.
That’s not always true.
In some ways, the most powerful person in the room is the professor, and that’s not necessarily the most effective.
I have one class that I’m very passionate about.
And I have two colleagues who are very passionate, and they get really nervous when I talk about it.
They’re like, “You’re not gonna be able to talk about this class, are you?
You can never talk about that class.”
They’re worried that it’s gonna get in their way of working.
I think that in the social justice field, there’s so much nuance and so much complexity that it makes it difficult for students to understand what’s going on.
I want them to understand that I think there’s a lot more going on than what they see in a PowerPoint presentation, and there’s really not a ton of communication going on that they can understand.
You’re just trying not to be too complicated.
The professor doesn’t have the final say, and you’re just dealing with the facts.
It can be difficult to get your students to put the information out there and share it with the world, because we’re all social animals.
We’re all driven by social anxiety, and we don’t really have the same kind of conversations about our own experiences and the kinds of things we think we’re supposed to share.
When we’re talking about it in class, it can feel like there’s some kind of conflict there.
It’s important to try to make the professor feel like a participant, and to try and make the conversation feel like one of us.
There’s nothing wrong with having a discussion.
It’s just important to have that conversation about what’s happening.
It has really affected my students and me.
I was like, I think this is what I want to do.
It has made me rethink my work.
I am so glad that they are able to see it as a conversation, and not as a lecture.
I can’t talk about social justice without talking about my research.
I have a lot to learn, and this class really has helped me to understand more about how to work with people.
But I think a lot is still to come.
I want students to see themselves as the participants in a conversation.