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Developed by Lachrista Greco, MLIS
Office of the Gender and Women’s Studies Librarian
University of Wisconsin
This bibliography is number 98b in the series “Bibliographies in Gender and Women’s Studies,” published by the University of Wisconsin System Office of the Gender and Women’s Studies Librarian.
COVID-19 has offered new opportunities for integrating self-care, empathy, and wellbeing for both the instructors and students as part of the classroom experience. This bibliography includes resources that explore the transformative possibilities of the Gender and Women’s Studies classroom when care is at the center of a trauma-informed, anti-racist, decolonizing, and queer(ing) approach to curriculum, pedagogy, and administration. Some highlight Scholarship of Teaching and Learning (SoTL) and High Impact Practices (HIPs) focused on access, diversity, equity, and inclusion, as well as best practices for supporting gender-informed evidence-based practice, rigorous scholarship, and activist spaces on campus. Other resources center new strategies for institutional support including self-care for professionals in higher education, intersectional approaches to caregiving support, and the relationship between justice, equity, diversity, and inclusion work and Gender and Women’s Studies.