Literaturnachweis - Detailanzeige
| Autor/inn/en | Bauer, Kelly; Clancy, Kelly |
|---|---|
| Titel | Teaching Race and Social Justice at a Predominantly White Institution |
| Quelle | In: Journal of Political Science Education, 14 (2018) 1, S.72-85 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-2169 |
| DOI | 10.1080/15512169.2017.1358175 |
| Schlagwörter | Race; Social Justice; Whites; Higher Education; Empathy; Scaffolding (Teaching Technique); Ethnic Diversity; Teaching Methods; Controversial Issues (Course Content); Consciousness Raising; Program Development; Group Discussion; Interaction; Role Playing; Feedback (Response); Context Effect; Nebraska |
| Abstract | At our predominantly white university, students often shy away from controversial conversations. How can the classroom encourage students to value and engage in potentially explosive conversations? We develop a concept of "empathic scaffolding" to articulate an approach that integrates diversity and inclusion into the classroom. Empathic scaffolding structures content and pedagogy in a way that strategically expands students' zones of comfort, starting with very personal experiences with the material and expanding to include broader groups of people and course concepts. Understanding and engaging with these concentric circles of students' relationships to the course material is crucial if students are to hear and engage with voices to which they may have limited exposure. This article documents the best practices of implementing empathic scaffolding in the realms of content and pedagogy, offering a toolkit for professors to critically engage conversations about race and social justice. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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