{"id":19917,"date":"2014-08-30t12:22:35","date_gmt":"2014-08-30t17:22:35","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=19917"},"modified":"2014-08-30t12:22:35","modified_gmt":"2014-08-30t17:22:35","slug":"teaching-ferguson","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2014\/08\/teaching-ferguson\/","title":{"rendered":"teaching ferguson"},"content":{"rendered":"

by nancy chick<\/a>, cft assistant director<\/em><\/p>\n

this year at the cft, through our theme of “teaching, difference, and power,”<\/a> we turn to the complexities of the roles of difference and power in both what<\/em> many of us teach and how<\/em> we all teach.<\/strong> in an earlier post, i explored the notion of “educationally purposeful” ways of talking about race on campus<\/a>. i want to return to this notion with a pressing example, now that the semester is under way.<\/p>\n

on august 9<\/a>, the world’s attention turned to ferguson, missouri. it’s already enough to simply say “ferguson,” \"\"<\/a>like the metonymies for other moments of great trauma, such as columbine, katrina, the boston marathon, the grassy knoll, and 9\/11. given its certain historical significance, how do we talk about the events in and about ferguson right now in our classes, while it’s still raw?\u00a0 below are some possibilities:<\/p>\n