How to Manage, Facilitate, and Teach About Culturally Sensitive Issues 

An Exercise in Radical Tolerance 
 

  Scene  Response 

  Before the semester starts, you’re ipping through   
  your textbooks to select units that best meet your   
 
  course objectives. You come across a unit about 
  euthanasia that would be perfect for teaching bias and 
1  perspective. You know, however, that in your super 
diverse classroom a few of the students will be 
adamantly opposed to euthanasia for moral or 
religious reasons. One of the articles agrees with this 
view, but the other does not. 
 

  You’re having a class discussion about getting ready for   
  school in the mornings. One student says “Only girls 
2  take a long time to get ready because they wear 
makeup and want to look good.” A female student 
shifts in her chair, obviously uncomfortable.  
 

  In a low-level grammar class, you are teaching   
  pronouns. The example sentence is “The doctor goes 
3  to work.” The image in the text is of a female doctor, so 
you use the pronoun “she”. Several of the male 
students laugh and say “No, he! It’s a Doctor!” 

  You are designing surveys for a class project. One of   
  the students asks why the survey you gave as an 
  example has “prefer not to say” as a choice for gender. 
4  You explain that it is to include those students who do 
not identify as male or female, or who do not feel like 
that label matches them. The student laughs and many 
other students in class giggle along. “We don’t have 
that in my country,” one student says, “In my country a 
man is proud to be a man.” 

 
 
Courtney King    ILGBTF, ITA, ICIS   
Courtneyelizabethking.com Intersection Panel  
courtney.elizabeth.king@gmail.com T OL 2017 
 
 
How to Manage, Facilitate, and Teach About Culturally Sensitive Issues 
 

How else can we practice radical tolerance? 

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Suggested Reading 

Berlin, J. A. (2003) Rhetori , Poeti , and Cultures: Re guring College English Studies.  Mackie, A. (1999). Possibilities for feminism in L education and research. T OL 

Anderson, SC: Parlor Press.  Quarterly, 33(3), 566-573. 

Bohmer, S. K.. (1989). Resistance to Generalizations in the Classroom. Feminist  Morgan, B. & Vandrick, S. (2009) Imagining a peace curriculum: What second- 

Teacher, 4(2/3), 53–56.  language education brings to the table. Peace & Change. 34(4) p. 510-532. 

Bondestam, F. (2011). Resisting the discourse on resistance: Theorizing experiences from  Saleem, F. & Zubair, S. (2013). (Under)representing women in curricula: A content 

an action research project on feminist pedagogy in different learning cultures in Sweden.    analysis of Urdu and English te books at the primary level in Pakistan. Pakistan Journal of   

Feminist Teacher, 21(2), 139-152.  Women’s Studies. 20(1) pp. 57-71. 

Crookes, G. V. (2013). Critical ELT in action: Foundations, promises, praxis. Routledge.  Schenke (1996). Feminist theory and the L classroom n just a “Social Issue”: 

Eckert, P. & McConnell-Ginet, S. (2013). Language and gender. Cambridge University  Teaching feminist in L. T OL Quarterly, 30(1), 155-159. 

Press.  Warren (1989). Rewriting the ture: The feminist challenge to the malestream curriculum. The   

Friere, P. (1970). Pedagogy of the Oppressed. London: Continuum International  Feminist Teacher Anthology: Pedagogies and Classroom Strategies. Ed. Cohee, G. E. New York:   

Publishing Group Limited.  Teachers College Press. 

Golden, C. (1985). The radicalization of a teacher. The Feminist Teacher Anthology:  Willett, J., & Jeann , M. (1993). Resistance to taking a critical stance. T OL Quarterly, 477-495. 

Pedagogies and Classroom Stategies. Ed. Cohee, G. E. New York: Teachers College Press.  Wolfe, P. (2000). Gender and language in four secondary, L classrooms. Equity & Excellence in   

Gore, J. M. (1993). The struggle for pedagogy: Critical and feminist discourses as  Education, 33(1), 57-66. 

regimes of truth. New York: Routledge.  Wong, S. (2006). Dialogic Approaches to T OL: Where the Gingko Tree Grows. New York: Routledge. 

Grey, M. (2009). Ethnographers of difference in a critical EAP community-becoming.  Yepez, M. E. (1994). An observation of gender-speci c teacher behavior in the L classroom. Sex  

Journal of English for Academic Purposes, 8(2), 121-133.  Roles, 30(1-2), 121-133 

 

 

 
 
Courtney King    ILGBTF, ITA, ICIS   
Courtneyelizabethking.com Intersection Panel  
courtney.elizabeth.king@gmail.com T OL 2017