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  1.  3
    An Invitation to Scholarly Teaching: Some Annotations on the Scholarship of Teaching and (Especially) Learning for Philosophers.Helen Meskhidze, Claire A. Lockard & Stephen Bloch-Schulman - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:169-199.
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  2.  8
    Using Focus Groups to Explore the Underrepresentation of Female-Identified Undergraduate Students in Philosophy.Claire A. Lockard, Helen Meskhidze, Sean Wilson, Nim Batchelor, Stephen Bloch-Schulman & Ann J. Cahill - 2017 - Feminist Philosophy Quarterly 3 (4):1-29.
    This paper is part of a larger project designed to examine and ameliorate the underrepresentation of female-identified students in the philosophy department at Elon University. The larger project involved a variety of research methods, including statistical analysis of extant registration and grade distribution data from our department as well as the administration of multiple surveys. Here, we provide a description and analysis of one aspect of our research: focus groups. We ran three focus groups of female-identified undergraduate students: one group (...)
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  3.  29
    Unhappy Confessions: The Temptation of Admitting to White Privilege.Claire A. Lockard - 2016 - Feminist Philosophy Quarterly 2 (2):1-20.
    Admissions of white privilege and/or racism are common among white anti-racists and others who want to combat their racism. In this article, I argue that because such admissions are conscious attempts to address unconscious habits, they are unhappy speech acts and contrary to their implied aims. Admissions of white privilege or racism can be conceptualized as Foucauldian confessions that are pleasurable to enact but ultimately reinforce white people’s feelings of goodness and allow them to avoid addressing this racism. I ground (...)
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