1. Peer Review and Microaggressions
CLASP PDC || Nov. 14, 2018
Tabitha Espina Velasco

2. Theater of the Oppressed
Emotions
Responses
Motivations
Considerations

4. Student

5. Teacher

6. Peers

7. No one-size-fits-all approach to classroom management
Complexity:
Multiple, sometimes contradictory emotions, motives, and responses in one person→ bring these into dialogue
Difficult to assess them all and act appropriately→ rhetorical situation (kairos)
No one-size-fits-all approach to classroom management

9. Given the visible (albeit slow) rise in diversity on campuses, the lexicon of social justice invites students to engage with difference in more intelligent and nuanced ways, and to train their minds to entertain more complex views of the world.
--Simba Runyowa (2015)

10. More than good intentions (Intent and Impact)

11. Enacting good intentions productively and appropriately--in speech and writing

12. Peer Review

13. Colonialism
Really important framing

14. In what ways do comments reify normativity and reinforce structures of power?

16. Considering this example
Concerns
Reasons for Concern
Responses

18. Considering your own experiences
Description of comments
Concerns and reasons for concerns
Responses
Reflection

19. Peer Review Guidelines and Strategies
AFOSP
“Introducing Students to Peer Review Writing” - WAC Clearinghouse:
“Effective Peer Review” - University of Colorado Writing Center:
Sharing Writing by Karen Spear
Writing with Power by Peter Elbow
MIT “No One Writes Alone”:

20. Discussion
What does this exploration teach us about microaggressions among students during peer review?
What are some “best practices” to help students avoid microaggressions in their communications with one another, spoken or written? POLLEV.COM/TABITHAVELAS199

21. Microaggresions Resource Page on the CLASP website:
Resources
Microaggresions Resource Page on the CLASP website:
2/microaggresions/