Superdeep #25: “On Polyamory and its Viability” (Yixuan Cao) | Fri Apr 5, 6:04pm

6:04pm | IB 2026 | Zoom 6979897969

What’s not to love about our next Superdeep Workshop by Yixuan CaoOn Polyamory and its Viability” — Friday 6:04pm IB2026. (Note that, to observe Tomb Sweeping Day, we are meeting Friday this week, not Thursday.)

Snacks & drinks will be served at the Workshop.

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The Workshop is Superdeep‘s venue for philosophical work-in-progress research & practice. For more info or to submit proposals for the Workshop, follow this link; for more info on Superdeep more generally, follow this one.

Superdeep is sponsored by DKU’s Humanities Research Center.

Reading Group for “Embracing Diversity: Developing Cultural Competence for inclusive Education”

Date: March 29, 2024
Time: 12:00-1:00 PM
Venue: CCT E2012

Diversity. Equity. Inclusiveness and Justice is an essential topic in academia. Despite its wide discussion in academia, at the practical level, it still poses a challenge for educators seeking to enhance their teaching practices, lt is crucial to ensure that educational materials and curricula are inclusive, relevant, and engaging for all students creating safe and inclusive learning environments.

Report on Reading Group for “Embracing Diversity: Developing Cultural Competence for Inclusive Education”

On Friday, November 10, 2023, DKU faculty, staff, and students were invited to our second reading group on “Embracing Diversity: Developing Cultural Competence for Inclusive Education”. This time, our discussion focused on Nuno Nodin’s “Queering the Curriculum. Reflections on LGBT+ Inclusivity in Higher Education.” This text was selected for two main reasons. First, it underscores the challenges that (LGBT+) students and staff still face regarding acceptance and integration, potentially influencing their learning and teaching experiences. Second, the text discusses the relevance of LGBT+ inclusivity in pedagogy and how it can be incorporated into higher education, providing examples from a specific discipline.

Around 18 participants, including both familiar faces and newcomers, attended the reading group event. Through the one-hour session, DKU faculty members and students shared personal encounters and anecdotes related to their experiences with the LGBT+ community. They discussed how their attitudes toward their “coming out” professors and students changed before and after reading the text. The sharing of personal experiences and anecdotes sparked discussions and raised awareness of the risks that LGBTQ+ students and staff face when trying to be themselves and coming out in professional space. Furthermore, the participating students shared their opinions on the inclusive pedagogies they would prefer their professors to adopt in class. Although there was not enough time to discuss the last question: What are your recommendations on how DKU can foster a more inclusive environment, encouraging understanding and empathy among both students and faculty members?, we plan to continue these conversations in our future events.

The event was organized by Zhenjie Weng, Assistant Professor of English Language Education, and Yanan Zhao, Senior Lecturer of English for Academic Purposes, from the Language and Culture Center. The event was sponsored by the Humanities Research Center, covering the fees for event promotion and refreshments for attendees.

 

Report on Reading Group for “Embracing Diversity: Developing Cultural Competence for Inclusive Education”

The DKU faculty, staff, and students were invited on Friday, October 13th to our first reading group on the topic of “Embracing Diversity: Developing Cultural Competence for Inclusive Education.” As the first event in a series, the primary topic of discussion was based on the book chapter “Pedagogic Framework for Interrupting Heteronormativity” by Michael Seal. This text was selected because it provides an overview of how heteronormativity has traditionally been challenged in higher education. It begins by examining the use of self as a pedagogic tool, followed by the exploration of post-gay and post-closet discourses, critical pedagogy, and queer pedagogy. The chapter concludes by examining two relevant debates within queer pedagogy: whether heterosexuality can be queered and whether straight people can queer it.

The event received a positive response, drawing approximately 20 participants, including both DKU faculty members and students from diverse backgrounds. Within the one-hour event, attendees read the book chapter together, reviewed the similarities and differences between critical and queer pedagogy, and exchanged their insights stemming from the concepts and their own teaching and learning experiences. During the discussion, a student participant posed a compelling question concerning the preparedness of professors in higher education with regards to these pedagogical methods. Unfortunately, the attending faculty members shared that this reading group was the only opportunity they had for professional development.

The event was organized by Zhenjie Weng, Assistant Professor of English Language Education, and Yanan Zhao, Senior Lecturer of English for Academic Purposes, from the Language and Culture Center. The event was sponsored by the Humanities Research Center, which covered the fees for event promotion and refreshments for attendees.

LGBTQ+ Reading Group

The HRC is pleased to announce the formation of an LGBTQ+ reading group, under the supervision of Professors Zhenjie Weng and Yanan Zhao. The reading group is organized around the topic of Embracing Diversity: Developing Cultural Competence for Inclusive Education with the LGBTQ+ Community.

The reading groups is aimed at DKU faculty, staff, and students who are interested in fostering inclusive education and developing cultural competence with the LGBTQ+ Community. Diversity, Equity, Inclusiveness, and Justice is an essential topic in academia. Despite its wide discussion in academia, at the practical level, it still poses a challenge for educators seeking to enhance their teaching practices. It is crucial to ensure that educational materials and curricula are inclusive, relevant, and engaging for all students while creating safe and inclusive learning environments. Continue reading “LGBTQ+ Reading Group”