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Pedagogies for Peace: Intersectional and Decolonial Teaching - Justin Interviews Ashley

Justin Interviews Ashley

01/11/21 • 22 min

Pedagogies for Peace: Intersectional and Decolonial Teaching
Our co-hosts turn the mics back to each other. In this episode, co-host Justin de Leon interviews Ashley Bohrer, who, in addition to hosting this podcast, serves as assistant professor of gender and peace studies at the University of Notre Dame's Kroc Institute for International Peace Studies. They discuss Ashley's road to academia, how activism and other experiences inform her teaching, and being real and emotional intelligence in the classroom.
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Our co-hosts turn the mics back to each other. In this episode, co-host Justin de Leon interviews Ashley Bohrer, who, in addition to hosting this podcast, serves as assistant professor of gender and peace studies at the University of Notre Dame's Kroc Institute for International Peace Studies. They discuss Ashley's road to academia, how activism and other experiences inform her teaching, and being real and emotional intelligence in the classroom.

Previous Episode

undefined - A Conversation with Sheryl Lightfoot

A Conversation with Sheryl Lightfoot

Ashley and Justin talk with Dr. Sheryl Lightfoot, Senior Advisor to the President on Indigenous Affairs; Canada Research Chair in Global Indigenous Rights and Politics; and Associate Professor, First Nations and Indigenous Studies and Political Science at the University of British Colombia. She is s Anishinaabe, a citizen of the Lake Superior Band of Ojibwe, enrolled at the Keweenaw Bay Indian Community in Baraga, Michigan.

Next Episode

undefined - Ashley Interviews Justin

Ashley Interviews Justin

In the second part of our co-host interviews, co-host Ashley Bohrer interviews Justin de Leon, who, in addition to hosting this podcast, serves as a visiting faculty member at the University of Notre Dame's Kroc Institute for International Peace Studies. They discuss the influences that have shaped Justin's teaching, creative represencing, and positionality in the classroom.

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