Literaturnachweis - Detailanzeige
| Autor/in | Linder, Chris |
|---|---|
| Titel | Power-Conscious and Intersectional Approaches to Supporting Student Activists: Considerations for Learning and Development |
| Quelle | In: Journal of Diversity in Higher Education, 12 (2019) 1, S.17-26 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8926 |
| DOI | 10.1037/dhe0000082 |
| Schlagwörter | Activism; Student Participation; Power Structure; Social Bias; Minority Group Students; Student Needs; Teacher Role; Student Role; Teacher Student Relationship; College Faculty; College Students; Administrator Attitudes |
| Abstract | Employing a power-conscious, intersectional framework (Crenshaw, 1991; Dill & Zambrana, 2009), I argue educators must understand power, privilege, and oppression to effectively support and guide learning and development among student activists. Students from minoritized groups, including students of Color, women, and lesbian, gay, bisexual, and transgender (LGBT) students, frequently engage in activism because of their experiences with marginalization and face different consequences for their activist engagement than do White, male, cisgender, and heterosexual students. Recommendations for educators striving to support student activists include connecting student activism to student learning and development, developing strategies for managing multiple and conflicting roles on campus, and developing a power-conscious framework for engaging with students. (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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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