It’s problematic to assume everyone knows how to function in a cross-cultural writing class, especially when students come with varying (intersectional) experiences of what it means to be a student/learner. It’s important to set up community guidelines so that your students know what intersections inform your expectations of them. If you are vulnerable about what informs your community values then your students will also be thinking of their cultural identities and how they show up in the classroom. For example, if you are asking your students to be respectful, then consider what that respect looks like to you, and where you learned such ideals of behavior. It will be a much more productive learning environment holding students and yourself accountable if they know the boundaries.
Example Text To Use In Class: In WRA 101, we are all learners and creators. In order for learning and creation to take place, it’s important that we all respect each other’s voices. When offering critical feedback, do so with the belief that people can change; when receiving feedback, listen to others with a willingness to change. Since this is an asynchronous online class, knowing each other’s voices will be a little more challenging so try to keep in mind your word choice and your tone when communicating with each other and with me. Also, know that I will not tolerate any disrespectful comments made about another student’s race, sexual orientation, gender identity, religious views, or otherwise aggressive language for any writing produced in this class. If you are having issues with another student making disrespectful comments then please reach out to me.
Reflective Questions for Instructor:
- What are your expectations about what student interaction looks like in the classroom?
- How can you make that more visible to your students?
- What social norms from your own communities inform how you set boundaries in the classroom?
- What does respect and listening mean to you in the classroom?