Education Studies

STEM and Liberation

Next up in the Teaching and Learning for Liberation series Assistant Professor of Biology, Erin Eggleston, Associate Professor of Economics, Tanya Byker, Assistant Professor of Biology, Greg Pask and Assistant Professor of Geology, Joseph Holler engage in a discussion of how equity, justice, inclusion, and antiracism inform their teaching and their curricular approaches. Students, staff, and faculty welcome.

Please click here to register to join via Zoom.

Freedom Dreaming: Beyond the Script

Join lead student researcher, Charice Lawrence ‘23, Faculty Director of Equity Justice and Inclusion, Tara L. Affolter and other members of the research team, cast, and crew as they share the themes and findings that went into creating the theatre piece “Freedom Dreaming: Envisioning an Antiracist Middlebury.” We will share selections from the play and go beyond those words as we collectively discuss and dream of an antiracist Middlebury. Students, staff, and faculty welcome!

“Freedom Dreaming: Envisioning an Antiracist Middlebury” is a research and theatre piece examining the academic experience of BIPOC students at Middlebury College. The project has roots and wings in student voice via the core question: “What would an antiracist Middlebury look like, sound like, feel like in an academic setting?” We were interested in holding space for struggle while saving room for possibility. To do so we conducted over 60 interviews with mostly BIPOC students on our campus. We then transcribed and coded those interviews and used them as the basis of this theatre piece.

The Education Studies faculty invite students to attend these listening sessions. The first, on Nov 3, will be about the continuing work towards an inclusive antiracist Education Studies program. The second, on Nov 10, is about student teaching and what students pursuing their Vermont teaching licenses hope to learn and experience during their semester.

The Education Studies faculty invite students to attend these listening sessions. The first, on Nov 3, will be about the continuing work towards an inclusive antiracist Education Studies program. The second, on Nov 10, is about student teaching and what students pursuing their Vermont teaching licenses hope to learn and experience during their semester.

Freedom Dreaming: Envisioning an Antiracist Middlebury, is a theatre project that begain with a question: “What would an antiracist Middlebury look like, sound like, feel like in an academic setting?”

From there, a team of student researchers led by Charice Lawrence ‘23 conducted interviews with (primarily) BIPOC students across the campus. The play is based on these interviews. We offer the production today as an act of love. We hope to push everyone to dream and work for a world that could be but is not yet.

Freedom Dreaming: Envisioning an Antiracist Middlebury, is a theatre project that begain with a question: “What would an antiracist Middlebury look like, sound like, feel like in an academic setting?”

From there, a team of student researchers led by Charice Lawrence ‘23 conducted interviews with (primarily) BIPOC students across the campus. The play is based on these interviews. We offer the production today as an act of love. We hope to push everyone to dream and work for a world that could be but is not yet.

Student teachers from EDST 0410, the Professional Semester, will present the portfolios they have compiled as part of their Vermont State teaching license process. Anyone considering a career in teaching or just curious about how Middlebury’s teacher education program works is welcome to attend.

In this interactive session, students enrolled in the Sophomore Seminar will offer representations of their final essays in all sorts of art forms other than essay! The prompt for these performances is “What is the good life, and how do I live it?” Everyone is welcome. Free

Talk by Dr. Derron Wallace, Brandeis The British educational system is marked by racial and ethnic disproportionality in special education. Black students generally, and Black Caribbean students especially, are at the highest risk of being identified as having social, emotional or behavioral difficulties. Such categorizations often lead to segregated provisions, low attainment and social stigma. Drawing on a 14 month-long comparative ethnography, this presentation explores the creative operation of racism through designations of disability.