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In her introduction to Daring Greatly (2012), Dr. Brené Brown argues that our professional training as researchers and academics socially conditions us to fabricate a persona, a “mask” or “suit of armor” that protects “ourselves from the discomfort of vulnerability” in the classroom and wider university (Brown 2012, p. 113). Unsurprisingly, few scholars have theorized and investigated faculty vulnerability in higher education, including the relationship between faculty vulnerability and student vulnerability (Jackson 2018; Bullough 2005; Kelchtermans 1996). Given our professional duties as teachers, risking relational vulnerability is an important aspect of the profession to consider because, as Palmer (1998) writes, “…teaching is a daily exercise in vulnerability” (p. 17). As Brown defines it, relational vulnerability is about fostering connections between people, which often manifests as “uncertainty, risk, and emotional exposure” (Daring Greatly p. 34). Risking relational vulnerability is centrally about cultivating cultures of vulnerability, courage, belonging, and authenticity while implementing appropriate boundary-setting strategies that encourage us to risk vulnerability with colleagues and students.

In this workshop, the Daring Pedagogy FLC will consider what impact (if any) an educator’s modeling of relational vulnerability might have on student learning, success, belonging, connection, community, and empowerment in the classroom and wider university. As such, this workshop will allow participants an opportunity to practice risking relational vulnerability as a critical pathway to cultivating courage, belonging, connection, community, and authenticity in their classrooms.

This is a Zoom workshop.

You will receive a Zoom meeting link the day before the workshop.