Literaturnachweis - Detailanzeige
| Autor/in | Collins, Joshua C. |
|---|---|
| Titel | Illustrating Relevance, Questioning Norms, and Creating Space: Three Steps for Teaching Critical Perspectives in the HRD Classroom |
| Quelle | In: Human Resource Development Review, 12 (2013) 4, S.500-511 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-4843 |
| DOI | 10.1177/1534484313492334 |
| Schlagwörter | Labor Force Development; Social Justice; Sexual Orientation; Critical Theory; Sexual Identity; Adult Students; Sex Role; Leadership; Identification (Psychology) |
| Abstract | Scholarly dialogue in HRD (Human Resource Development) has become gradually more accepting of essential conversations regarding equity and social justice in research. However, much work remains in bridging the gaps between this scholarship and the practice of HRD. One way to create change is through teaching, as the ways in which we choose to educate students of HRD inevitably shapes the future of the field. In reflecting on one of my own works, "Identity matters: A critical exploration of lesbian, gay, and bisexual identity and leadership in HRD," it occurred to me that even well-meaning and skilled instructors could struggle to incorporate its ideas into the dialogue in their classrooms and research. Thus, the purpose of this essay is to use "Identity Matters" as an explicatory example in discussing how emerging critical perspectives could be taught. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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