Caucusing Updated: Innovations to Build Belonging and Empowerment

Autor/inn/en	Curry-Stevens, Ann; Jarvis, Rayne
Titel	Caucusing Updated: Innovations to Build Belonging and Empowerment
Quelle	In: Journal of Transformative Education, 21 (2023) 3, S.332-353 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Curry-Stevens, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446221129860
Schlagwörter	Stellungnahme; Educational Innovation; Sense of Community; Student Empowerment; Social Justice; Learning Activities; Reflection; Learner Engagement; Transformative Learning; Minority Group Students; College Students; Student Attitudes + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Studienberechtigung; Soziale Gerechtigkeit; Lernaktivität; Pädagogische Transformation; Collegestudent; Schülerverhalten
Abstract	Caucusing, as a social justice activity, is traditionally implemented to provide an insider space for marginalized persons to share experiences and build a space for belonging and safety by excluding those who hold privileged identities. Within a particular event that combines privileged and oppressed, experiences are uneven, with insiders experiencing inclusion, while outsiders have a largely isolating experience, although intended to be a place to interrogate privilege. It is not an activity to build community across identities, nor is it the intention. Through expansive reflection on a course activity, the authors share their experience of an updated caucusing activity, a three-part undertaking that first holds caucuses where all students participate, subsequently holds cross-identity dialogues, and then dialogues are repeated with different groupings. Informing this article are the authors' separate and dialogic reflections, activity evaluations and follow-up comments by students. Results reveal high potential for building belonging and community within and across identities, potentially relevant to numerous service professionals. Caution exists when groups have low levels of engagement with each other and trusting experiences with each other and the instructor. A less successful version of this activity occurred in a part-time program which suggests this caution is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01