It is important to remember that race and ethnicity are not the only structures of privilege and inequality experienced by students enrolled in their courses. The following are resources for developing knowledge and competence in interacting with the many interlocking systems of oppression that exist within academia and societies more broadly.
Danica Savonik’s “Timekeeping as Feminist Pedagogy” discusses how time is inequitably distributed inside classroom settings, privileging some voices over others. This is particularly salient in classrooms designed around discussion sections. Male students tend to take up more time than female students in a discussion setting. Meanwhile, students of color tend to encounter macroaggressions during discussions; their contributions are frequently ignored or minimized. Savonik suggests the importance of instructors keeping time as a way to ensure a more equitable distribution of knowledge contribution in the classroom.
This Toolkit, created by the International LGBTQ Youth and Student Organisation, provides a valuable summary of intersectionality as a lens for analysis, a useful glossary of terminology, as well a toolkit
In any class, it is a good idea to change up the large group discussion model. Different learning styles and personality types allow some students to excel in such discussions, while others may be less likely to contribute. The Social Justice Toolbox is a great resource for activities that can prime classroom discussion on a variety of topics. Each of the activities is classified by type, topic, duration, and trust level.