I have held a number of positions at the University of Toronto over the past ten years. Toronto is one of the most multicultural cities in the world, with over 50% of the residents belonging to a visible minority. In 2019-20, around 20% of all students attending the University of Toronto were international students. Many of students I have instructed count English as their second language; even more of them are the first in their family to attend university. Working at the University of Toronto has thus impressed upon me the degree to which each student brings something unique to the classroom and, as such, the need for course instructors to be committed to creating or designing courses that are accessible to a variety of students, as well as learning environments that are friendly and inclusive. 

            As my research and teaching focus on European philosophy dating back to the 17th Century, my studies repeatedly draw attention to the fact that the thinkers who have most influenced and made important contributions to Western culture also espoused views that were racist, misogynistic, homophobic, antisemitic, or otherwise bigoted. Indeed, it is a sobering discovery to find that even the most critically-minded philosophers – the thinkers that laid the philosophical foundation for and revolutionized the way we understand such topics as freedom, equality, autonomy, etc. – at the same time, ignored, overlooked, or failed to fully recognize the plight and struggles of entire groups of people and participated in the history their oppression.

​            One of my main aims when instructing a course, whether on a contemporary issue or a historical period, is to get students excited about the study of philosophical ideas. I am sensitive to the fact, however, that a course cannot generate this excitement if students disengage with the class due to the offensive or alienating nature of the material or because of the questionable character of its authors. In order for students to experience both the challenges and rewards that come with studying philosophy – whilst always keeping in mind that it is of the utmost importance that a class be a space where everyone feels safe, supported, and respected – I thus employ a number of strategies when it comes to designing and teaching courses that contain views that are antithetical to the spirit of the class and which foster inclusivity more generally.

            First, it is essential to philosophical approach that I aim to develop my students that no philosophy or philosopher is immune to criticism and evaluation. This is especially true when it comes to views, presuppositions, or implications that are, for instance, racist or misogynistic. However, in order for students to appreciate the complex, insidious nature of such things as racism or misogyny, I stress that blanket condemnation and rejection are not enough; we need an understanding of why such views come to be held and account for their being widespread even amongst brilliant people like philosophers. That is, far from shying away from engaging with problematic views, I encourage students to let their discovery occasion reflection on the underlying causes that generate and perpetuate them. My classroom practice then is to suggest questions and avenues of inquiry when dealing with problematic views, that aims to bring about critical disposition is students that not only allows them to identify such views, but motivate them to probe deeper and reflect on their sources.

            Second, diversifying the cannon and approaching it in ways so that it reflects present-day concerns and interests is vital if new generations of students are to take up the mantle of philosophy. This is why I typically teach courses that either allow traditionally marginalized groups to speak first hand of their oppression or, in my history courses, draw upon underrepresented thinkers whose contribution to the history of philosophy has been minimized or erased altogether. For example, my courses on contemporary issues in the philosophy of race, gender, and feminism, approach these topics using resources from phenomenology and existentialism, which stress the importance of first-person accounts of experience. I have found that students readily relate to what race theorists and feminists have to say if these theorists speak from their experience as members of an oppressed group, and that this results in students their being more receptive to grappling with their theories. With regard to history courses such as 17th and 18th Century Philosophy, I expand the traditional canon so as to include the work of Elisabeth of Bohemia, Cavendish, Conway, and Astell. Exposing students to the ideas of these thinkers not only gives students a more accurate account of the philosophical conversations that were being had during this period, but also offers a new and exciting take on the scientific revolution and the Enlightenment and many contributions women made to these historical movements. ​

            Lastly, I recognize that it is up to the course instructor to lead class discussions in a way that reflects a commitment to the values of fairness, equality, and respect. I set the tone for the class from day one by taking a few minutes to remind student of the norms that ought to govern our class conversations, emphasizing that the class needs to recognize that we may have different values and come from different backgrounds and that this should motivate us to be conscientious, patient, and understanding of one each other as we venture out into controversial philosophical terrain. I find that if I lead by example – being sure to always listening to students and giving them the recognition they deserve by engaging seriously with their ideas – the class tends to follow suit and are mindful of the diversity of their peers.

            I have an abiding love for philosophy and I want students to experience just how rewarding the study of philosophy can be. I am thus committed to designing and teaching courses that all students can enjoy and reap rewards of, while at the same time feeling safe, respected, and valued.