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In Your Shoes™: Georgetown Student and Faculty Dialogues

In Your Shoes™: Georgetown Student and Faculty Dialogues is a pilot project designed to bring together Georgetown faculty and students in order to engage in dialogue about the intersection of identity and learning. This project is a collaboration between the Laboratory for Global Performance and Politics, the Curriculum Transformation Initiative for Racial Justice, and the Doyle Engaging Difference Program. The pilot is currently recruiting both students and faculty to participate as paid fellows ($500 stipend) in spring 2022. Potential participants may submit an interest form by Friday, March 4 at 5:00 pm EST.

This pilot is rooted in the Lab’s signature In Your Shoes Project™ (see more from PBS NewsHour and the Washington Post). In this approach, two-way pair conversations between participants, based on a simple prompt, are mutually recorded, curated, transcribed, and then shared with the group in excerpted form through performance. 

Participants do not need to have any kind of previous performance experience to participate. Rather, we will use performance exercises and techniques as an experiential vehicle for stepping into one another's shoes—for listening deeply; engaging difference respectfully; and expressing the words, insights, concerns, and perspectives of others in an embodied, empathetic way. At all times, participant confidentiality and privacy will be respected, and no material will be shared without full student and faculty consent.

  • ​Four 2-hour meetings on the following Fridays: March 25, April 1, April 8, and April 22. We are currently planning to hold these meetings virtually over Zoom. (Note: the times will be confirmed at a later date and the dates may change.) 
  • Approximately 1.5 hours of preparation work between each meeting.
  • One additional one-on-one student/faculty meeting at a mutually convenient time. 
  • Potentially one additional session/celebration at a date to be decided by the group.

  • Use the In Your Shoes model to collect and share stories between students and faculty of classroom experiences at Georgetown University. 
  • Foster a space and community that disrupts traditional faculty/student hierarchies.
  • Foreground how nontraditional, collaborative, and shared experiences between students and faculty can inform the university’s larger work related to curricular transformation.

If you have any additional questions, please contact Ijeoma Njaka (