| Abstrakt: |
At my university, instructors are told that they should be prepared to consider making alternative readings and assignments available to students who express concerns that relevant features of the established syllabus conflict with their “core beliefs.” In this essay, I describe how I try to function in the classroom in ways consistent with that policy but also expecting students to be open to new ideas, to engage in critical thinking. The challenge is an especially strong one for instructors like me who work at a public university, but one that is situated in an area dominated religiously and culturally by a single faith. [ABSTRACT FROM AUTHOR] |
