Podcast Talk and Public Sociology: Teaching Critical Race Discourse Participation through Podcast Production

Autor/in	Harris, Jasmine
Titel	Podcast Talk and Public Sociology: Teaching Critical Race Discourse Participation through Podcast Production
Quelle	In: About Campus, 24 (2019) 3, S.16-20 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Jasmine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/1086482219880845
Schlagwörter	Critical Theory; Race; Handheld Devices; Audio Equipment; Information Dissemination; Teaching Methods; Racial Bias; Critical Thinking; Educational Technology; Technology Uses in Education; Controversial Issues (Course Content); College Students + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Audio-CD; Informationsverbreitung; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Kritisches Denken; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Controversial issues; Kontroverse; Collegestudent
Abstract	To increase engaged participation while teaching the construction of race and impacts of racism in predominately white classrooms (PWCs), Jasmine Harris uses an ongoing assignment that asks students to repackage what they are learning, bridging racial theory introduced in assigned readings with students' synthesis of course material to create critical analyses of the world around them. It's a process this article details as a template for course integration. In disengaged classrooms, podcasts improve critical thinking, speaking, and writing. Podcasts, episodic audio files that, together, form a cohesive "show," primarily replace readings in the classroom to teach listening comprehension skills. But as a medium for public discourse, podcasts are useful platforms for discussing sensitive topics. In courses where students are likely to disengage, like the courses on race that Harris teaches, it is not enough to assign podcasts as something to listen to; instead, she challenges them to create their own. In the process, students add to critical race discourse in both mainstream and academic settings; challenging what counts as knowledge (Collins, 2000). (ERIC).
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	2020/1/01