In these polarized times, there is nothing more fraught, more difficult to address, and more important to address to foster community within and beyond our clinics, then the many manifestations of race and privilege.
As minority law professors who teach in one of the most diverse law schools in the nation, we have frequently considered how our own identities and experiences impact the way we teach aspiring lawyers to practice in an increasingly polarized world. When should one bring personal identity into the classroom? What roles and responsibilities do minority professors have in interacting with the student body? Do we have unique skills or approaches that we can bring to the table that are informed by our experiences being minorities? Does this mean that an unfair burden is placed on minority faculty as opposed to our non-minority colleagues? What are the pitfalls and advantages of bringing personal identity into the classroom?
The goals of this panel will be (1) to examine the teacher-as-neutral-guide who discloses little of their own experience or perspective, and (2) interrogate whether and how injecting personal experience as diverse instructors can enhance learning and decrease polarization.