Literaturnachweis - Detailanzeige
| Autor/in | Grant, Derisa |
|---|---|
| Titel | Beyond Strategy: Engaged Intentionality as a Framework for Unexpected Conversations about Identity in the Classroom |
| Quelle | In: Journal on Excellence in College Teaching, 31 (2020) 3, S.51-69 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-4800 |
| Schlagwörter | Identification (Psychology); Teaching Methods; Intention; Controversial Issues (Course Content); Racial Identification; Sexual Identity; Racial Bias; Social Bias; Minority Groups; Political Issues; College Faculty; College Students; Teacher Role; Cultural Awareness; Teacher Responsibility; Student Responsibility Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Geschlechtsidentität; Sexuelle Identität; Racial discrimination; Rassismus; Ethnische Minderheit; Politischer Faktor; Fakultät; Collegestudent; Lehrerrolle; Cultural identity; Kulturelle Identität; Lehrverpflichtung |
| Abstract | When faced with unexpected and charged conversations about race, class, gender, and other social identities, faculty often seek a list a strategies for what to say or do. Yet numerous, sometimes contradictory, strategies for navigating these discussions already exist. This article explores the issue of how might faculty and/or the faculty developers who support them choose among these many approaches. The author offers the framework of engaged intentionality, an approach to inclusive teaching and learning, to both help faculty navigate these specific conversations and develop multifaceted, responsive, and authentic pedagogical practices. The article concludes with an approach for generating one's own intentions. (As Provided). |
| Anmerkungen | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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