Teaching and Scholarship Hub

Theory is a vital component of any education in humanistic or social scientific disciplines. It offers a powerful toolkit for thinking critically about the world and helps us make connections we might not otherwise see. For many, theory is a source of inspiration and strength; bell hooks, for example, “saw in theory a location for healing” (“Theory as Liberatory Practice”). However, theory is also famously difficult to read. The language is often complex, the arguments abstract, and the ideas challenging to grasp. Students frequently feel frustrated or lost when first encountering a theoretical text, especially since reading theory is a skill that’s rarely taught or openly discussed. If anything, many students are taught to fear theory, to see in it a place of insecurity, not of healing.

In this workshop, we will discuss why students struggle with theory, clarify what we hope our students will gain from engaging with theory, and explore potential strategies for making theoretical texts more accessible. Drawing primarily on Kyla Wazana Tompkin’s essay, “We Aren’t Here to Learn What We Already Know,” we will discuss the advice that is often given to instructors when it comes to teaching theory. However, we will also look beyond common strategies, to consider what can be done in the classroom to transform theory from a site of insecurity to one of healing. Ultimately, this workshop attempts to ask how instructors can interrupt and alter students’ relationship to theory, such that students can be empowered to turn to theory as a source of strength, beauty, and inspiration.

Reading Matters is a series of programs and conversations designed to deepen our understanding of students’ reading habits and to offer practical, actionable strategies for strengthening how we teach reading.