Teaching and Learning for Social Impact Main Menu Introduction Introduction to the Teaching Schema Why: Teach for Social Impact How: Course Design for Social Impact What: Topics to Teach for Social Impact About this Publication Washington University in St. Louis

St. Louis Context for Teaching Schema

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We live, we teach, and we learn in St. Louis. It only makes sense that we integrate St. Louis in its many contexts – social, political, historical – into our work through research and teaching. Contextualizing St. Louis can help bridge the divide between theory and practice, giving our work renewed relevance and make its impact tangible and visible to our students and the broader community. Our connection to place strengthens a sense of purpose and belonging that’s invaluable to understanding how we ourselves can positively impact social fabrics.  

 

The resources provided below are meant to be a starting place. They should open up new lines of inquiry and better position us to introduce St. Louis to our work and our classrooms. When contextualizing St. Louis, it is important to complicate dominate narratives with the inclusion of many voices, for that reason, no list of resources would ever suffice to help one say they “know St. Louis.” Knowing St. Louis is a continued action in which we always seek new knowledge, new histories, new stories, and new voices. Including a cross section of voices and perspectives often means presenting students with opposing storytelling and asking them to make sense of it – we must do the same. Some of that work is done directly with community through community engaged learning, but that work can also be done by developing relationships with our neighbors and welcoming community voice into our professional domains.  

 

Read 

Watch/Look 

 

 

Listen 

 

Experience 

In 2014, 2017, and now 2020, the St. Louis region has experience prolonged periods of protests, unrest, and demands for reform.  What has changed?  What have we learned? How can you plug in? Join fellow staff and faculty in reflection and learning around these questions in any of the “In St. Louis” titled sessions. 

 

Including Virtual Tours: https://mohistory.org/learn/see-stl/virtual-tours/ 

 

  • Local Museums 

 

Course Components 

 

Syllabi 

Lesson Plans/Assignments 

Other materials 

 

 

Films:  

Pruitt-Igoe Myth https://catalog.wustl.edu/search~S2/?searchtype=X&searcharg=Pruitt-Igoe+Myth&searchscope=2&sortdropdown=-&SORT=DZ&extended=0&SUBMIT=Search&searchlimits=&searchorigarg=XWhose+streets%26SORT%3DD 

 

Whose Streets: https://catalog.wustl.edu/search~S2?/XWhose+streets&SORT=D/XWhose+streets&SORT=D&SUBKEY=Whose+streets/1%2C221%2C221%2CB/frameset&FF=XWhose+streets&SORT=D&1%2C1%2C 

 

Land Acknowledgement: 

https://cpb-us-w2.wpmucdn.com/sites.wustl.edu/dist/a/1072/files/2018/03/Land-Acknowledgment.pdf 

 

American Indians in Missouri Timeline 

https://cpb-us-w2.wpmucdn.com/sites.wustl.edu/dist/a/1072/files/2018/03/American-Indians-in-Missouri-Timeline.pdf 

 

 

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  1. What: Culturally Responsive Teaching in Higher Education Emily Stenberg