In the context of carefully structured and moderated activities (like those described in the previous sections), inviting students to share their experiences can be a powerful way to promote inclusion. However, asking a student from a marginalized group to explain the experiences or perspectives of that group is a harmful form of tokenism. In bell hooks’ words, tokenism occurs when “systems of domination already at work in the academy and the classroom silence the voices of individuals from marginalized groups and give space only when the basis of experience is demanded” (1994: 81).

How can an instructor make space for students from marginalized groups to share their embodied knowledge without subjecting them to tokenism? hooks offers, “in classrooms that have been extremely diverse, where I have endeavored to teach material about exploited groups who are not black, I have suggested that if I bring to the class only analytical ways of knowing and someone else brings personal experience, I welcome that knowledge because it will enhance our learning. Also, I share with the class my conviction that if my knowledge is limited, and if someone else brings a combination of facts and experience, then I humble myself and respectfully learn from those who bring this great gift. I can do this without negating the position of authority professors have, since fundamentally I believe that combining the analytical and experiential is a richer way of knowing” (1994: 89).