We Are ALL on the Journey: Transforming Antagonistic Spaces in Law School Classrooms

Abstract

My core insight in this essay is that concrete and usable strategies exist that counter antagonistic space in law schools for students from traditionally underrepresented groups and that concurrently stretch students across the board. Law professors can intentionally engage in “microinclusions” in our classrooms – teaching practices that not only counter microaggressions but that affirmatively create a learning environment of belonging in which historically marginalized and other students can thrive. A mindset of intentional validation – as opposed to microinvalidation – offers a frame for law school pedagogy that goes beyond belonging to empowerment.

Keywords: legal education, inclusion, microaggressions, antagonistic space, stereotype threat