A Vulnerable Disclosure: Dangerous Negotiations of Race and Identity in the Classroom

Autor/in	Hill, Dominique C.
Titel	A Vulnerable Disclosure: Dangerous Negotiations of Race and Identity in the Classroom
Quelle	In: Journal of Pedagogy, 5 (2014) 2, S.161-181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/jped-2014-0008
Schlagwörter	Ethnography; Race; Ethnicity; Teaching Methods; Undergraduate Students; Writing Instruction; Social Justice; Critical Theory; Self Concept; Teaching Assistants; Educational Philosophy; Advanced Courses; Course Content; Females; Blacks; Discussion (Teaching Technique); Disclosure; Observation; Student Journals + Suchen Sie Ihr Suchwort? Ethnografie; Rasse; Abstammung; Ethnizität; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Soziale Gerechtigkeit; Kritische Theorie; Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Fortgeschrittenenunterricht; Kursprogramm; Weibliches Geschlecht; Black person; Schwarzer; Beobachtung; Studentenzeitung
Abstract	This autoethnographic essay shares my experience as a teaching assistant, desiring to be more self aware of how my race informed my pedagogy in the classroom. Set in "Race and Cultural Diversity," an advanced undergrad writing course, I examine my commitments to racial and social justice within classroom happenings. Using critical performance pedagogy, this study explores my identity performance to identify and create effective strategies that further dialogue on the often charged and sensitive topic of race. Moreover, this essay reveals what I learned about myself and clarified my teaching/learning philosophy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01