In defense of the progressive stack: A strategy for prioritizing marginalized voices during in-class discussion
Teaching Philosophy 41 (4):407-428 (2018)
Abstract
Progressive stacking is a strategy for prioritizing in-class contributions that allows marginalized students to speak before non-marginalized students. I argue that this strategy is both pedagogically and ethically defensible. Pedagogically, it provides benefits to all students (e.g., expanded in-class discourse) while providing special benefits (e.g., increased self-efficacy) to marginalized students, helping to address historic educational inequalities. Ethically, I argue that neither marginalized nor non-marginalized students are wronged by such a policy. First, I present a strategy for self-disclosure that reduces the risk of inadvertent, unwanted disclosure while respecting marginalized student autonomy in a manner analogous to accommodations provided under the Americans with Disabilities Act. Second, I argue that non-marginalized students are not wronged because such students are not silenced during discussion and because non-marginalized students benefit from the prioritization of marginalized voices.Author's Profile
ISBN(s)
0145-5788
DOI
10.5840/teachphil2018112198
Analytics
Added to PP
2018-09-03
Downloads
1,240 (#4,982)
6 months
62 (#19,866)
2018-09-03
Downloads
1,240 (#4,982)
6 months
62 (#19,866)
Historical graph of downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.
How can I increase my downloads?