Uploaded June 2022 | Updated September 2026, 2 weeks ago
The W21C Research and Innovation Centre, O'Brien Institute for Public Health, and the Cumming School of Medicine's Office of Professionalism, Equity, and Diversity present a talk with:
Dr. Tonya D. Callaghan, PhD, (she/they), Associate Professor, Killam and SSHRC Scholar, Academic Coordinator of Advancing Healthy & Socially Just Schools & Communities, Werklund School of Education, University of Calgary.
In her 2016 TED Talk, The Urgency of Intersectionality, Kimberlé Crenshaw, the African American law professor who coined the term “intersectionality” observed: "We all know that when there's no name for a problem, you can't see a problem, and when you can't see a problem you pretty much can't solve it.” The problem Crenshaw is talking about here is multiple forms of discrimination based on layers of difference. I will define what it means to take an intersectional approach when supporting the learning needs of students enrolled in contentious courses that actively address equity, diversity and inclusion (EDI) issues. The Werklund School of Education’s undergraduate course, Diversity in Learning, has been held up as an EDI exemplar and I will be drawing from my experience leading this course to talk about ways we all can move towards inclusive and equitable teaching practices. I will conclude by overtly addressing the toll such work can take on those of us who actively teach EDI topics and what allies can do to support us.
The W21C Research and Innovation Centre, O'Brien Institute for Public Health, and the Cumming School of Medicine's Office of Professionalism, Equity, and Diversity present a talk with:
Dr. Tonya D. Callaghan, PhD, (she/they), Associate Professor, Killam and SSHRC Scholar, Academic Coordinator of Advancing Healthy & Socially Just Schools & Communities, Werklund School of Education, University of Calgary.
In her 2016 TED Talk, The Urgency of Intersectionality, Kimberlé Crenshaw, the African American law professor who coined the term “intersectionality” observed: "We all know that when there's no name for a problem, you can't see a problem, and when you can't see a problem you pretty much can't solve it.” The problem Crenshaw is talking about here is multiple forms of discrimination based on layers of difference. I will define what it means to take an intersectional approach when supporting the learning needs of students enrolled in contentious courses that actively address equity, diversity and inclusion (EDI) issues. The Werklund School of Education’s undergraduate course, Diversity in Learning, has been held up as an EDI exemplar and I will be drawing from my experience leading this course to talk about ways we all can move towards inclusive and equitable teaching practices. I will conclude by overtly addressing the toll such work can take on those of us who actively teach EDI topics and what allies can do to support us.
