Hi everyone -
Chris uses something very similar to my own - I've copied my revision of
Lynn's original listing below.
Ground Rules for the Classroom
The learning process entails critical discussions where we ask questions,
attempt to answer such questions, and where we challenge commonly accepted
knowledge about the social world. During the course of the semester there
may be times when we share personal experiences and beliefs as part of these
discussions. It is therefore imperative to create a classroom environment
where all participants feel safe to pose questions, present possible
answers, and share personal information. To create such a classroom
environment the following ground rules will be observed by all students and
faculty.
1. Acknowledge that we associate, and are associated, with different
groups in society.
2. Acknowledge that there are negative perceptions associated with all
groups in society in the forms of racism, classism, sexism, and heterosexism
(among others).1
3. Recognize that the institutionalization of such negative perceptions
results in the receipt of misinformation about our own group and other
groups.
4. Agree to accept responsibility for not repeating misinformation after
we have learned otherwise.
5. Assume that people – both the people we study and the members of the
class – always do the best they can.
6. Actively pursue accurate information about our groups and those of
others.
7. In sharing information about others and ourselves we will never
demean, devalue, or in any way “put down” people for their experiences and
beliefs.
8. Agree to actively rebut the myths and stereotypes about our own
groups and other groups so we can break down the walls inhibiting group
cooperation and group gain.
9. Create a safe atmosphere for open discussion. If members of the
class may wish to make comments they do not want repeated outside the
classroom, they can preface their remarks with a request that the class
agrees not to repeat the information.
10. Anyone who does not abide by these ground rules, and whose actions make
the classroom environment uncomfortable, will be asked to leave the
classroom. They will subsequently meet with the instructor and, if
necessary, with the Dean of the College to resolve the situation.
1 Many other forms of institutionalized forms of oppression could be listed
here. A more complete list might include: age, ethnicity, disability,
religion, national origin, and physical appearance.
NOTE: These guidelines were originally developed by Lynn Weber Cannon and
published in Women’s Studies Quarterly 18(Spring/Summer 1990): 126-134.
They were modified by Anne F. Eisenberg on August 25, 1997.
