Pedagogical Approaches to Student Racial Conflict in the Classroom

Autor/inn/en	Pasque, Penny A.; Chesler, Mark A.; Charbeneau, Jessica; Carlson, Corissa
Titel	Pedagogical Approaches to Student Racial Conflict in the Classroom
Quelle	In: Journal of Diversity in Higher Education, 6 (2013) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0031695
Schlagwörter	College Faculty; Race; Conflict; Student Diversity; Racial Relations; Racial Factors; Higher Education; Interviews; Grounded Theory; Constructivism (Learning); Ethnicity; Instruction + Suchen Sie Ihr Suchwort? Fakultät; Rasse; Abstammung; Konflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Ethnizität; Teaching process; Unterrichtsprozess
Abstract	The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigorously, while others approach it with considerable anxiety about their own knowledge or skills and students' emotional reactions. This article explores some of the ways faculty address student conflict amid and around racial diversity in the classroom. Interviews with 66 faculty of different races and ethnicities, genders, and disciplines led to analyses of the various approaches they enacted and dilemmas they experienced in the face of such racial conflict. They include a range of decisions, such as: to avoid conflict through attempts to control the classroom environment; to minimize such conflict; to divert or distract students' attention from conflict; to react to the conflict in a way that attempts to incorporate tensions for further learning; and to proactively design course activities to normalize and surface conflict in ways that enhance students learning about race and racial interactions. Examples and analysis of different ways of dealing with classroom racial diversity and conflict as well as the need for interventions to improve faculty members' ability to deal with such situations are offered. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10