3-C Models Teaching Tools to Promote Social Justice

Autor/inn/en	Marbley, Aretha Faye; Rouson, Leon; Burley, Hansel; Ross, Wendy; Bonner, Fred A., II; Lértora, Ian; Huang, Shih-Han
Titel	3-C Models Teaching Tools to Promote Social Justice
Quelle	In: Multicultural Education, 24 (2017) 2, S.2-10 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Models; Social Justice; Teaching Methods; Cultural Pluralism; Multicultural Education; Resistance (Psychology); Teacher Attitudes; Gender Differences; Minority Group Teachers; Black Colleges; Whites; Racial Composition; College Students; Social Bias; Feminism; Educational Philosophy; Cooperation; Change Strategies; Higher Education + Suchen Sie Ihr Suchwort? Analogiemodell; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Multikulturelle Erziehung; Resistenz; Lehrerverhalten; Geschlechterkonflikt; White; Weißer; Collegestudent; Feminismus; Bildungsphilosophie; Erziehungsphilosophie; Co-operation; Kooperation; Lösungsstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Equipping future professionals and educators with critical global multicultural competences and skills to work with people from diverse backgrounds is a challenge for both predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). The major objective of this article is to introduce an adaptable model with an array of strategies from the authors' experiences teaching diversity that can be applied to teaching social justice. These strategic models and conceptual frameworks emerge from the authors' disciplines and their personal experiences as African American faculty teaching in PWIs and a HBCU. This approach is one that can be helpful to instructors, regardless of discipline, as they teach courses related to diversity, multiculturalism, and social justice. Further, the article will provide a framework for instructors to evaluate their personal approach to teaching diversity and social justice. It is particularly useful in understanding some of the resistance and negativity that are inherent in courses that challenge students' values and belief systems. Women and people of color who teach these courses may find that the authors' stories affirm and validate their own experiences in both PWIs and HBCUs. Accordingly, this article provides a provides a snapshot of a social justice, philosophical, pedagogical, and practical conceptual framework for teaching social justice to culturally diverse college students which those students in turn can use to teach their students and clients to analyze systems of inequality and discrimination. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01