Toward a Race Pedagogy for Black Faculty

Autor/inn/en	Closson, Rosemary B.; Bowman, Lorenzo; Merriweather, Lisa R.
Titel	Toward a Race Pedagogy for Black Faculty
Quelle	In: Adult Learning, 25 (2014) 3, S.82-88 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159514534192
Schlagwörter	Stellungnahme; College Faculty; African American Teachers; Race; Racial Bias; Critical Theory; Teaching Methods + Suchen Sie Ihr Suchwort? Fakultät; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Rasse; Abstammung; Racial discrimination; Rassismus; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Educators are consciously or unconsciously guided by pedagogy and make critical decisions about praxis--content, strategy, structure--based on their pedagogical beliefs. The intentional use of pedagogy is often advanced as a key to being an effective educator. A wealth of literature is directed toward helping White educators develop a race pedagogy, but the authors argue Black educators who teach courses about race face unique challenges and should develop a pedagogical stance consistent with that reality. In this article, the authors analyze different strategies as evidence that Black faculty struggle to develop a pedagogy for teaching race. The authors argue for a purposeful, engaged pedagogy, and contextually informed pedagogy that sets conditions wherein both the educator and student take risks in exposing their authentic self and positionality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10