Literaturnachweis - Detailanzeige
| Autor/in | Harkins Monaco, Elizabeth A. |
|---|---|
| Titel | Intersectional Practices to Improve Pedagogy in Introductory College Courses |
| Quelle | In: Journal on Excellence in College Teaching, 31 (2020) 3, S.71-92 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-4800 |
| Schlagwörter | Introductory Courses; Higher Education; College Faculty; Social Discrimination; Racial Differences; Gender Differences; Minority Group Students; LGBTQ People; Ethnicity; Classroom Environment; Controversial Issues (Course Content); Critical Thinking; Interaction; Teaching Methods; Teacher Role; Student Development; Consciousness Raising; Rhetoric; Preservice Teacher Education; Special Education; Self Concept; Racial Bias; Social Bias; Discussion (Teaching Technique); Reflection Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Soziale Benachteiligung; Soziale Schließung; Rassenunterschied; Geschlechterkonflikt; Ethnizität; Klassenklima; Unterrichtsklima; Controversial issues; Kontroverse; Kritisches Denken; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Bewusstseinsbildung; Rhetorik; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Selbstkonzept; Racial discrimination; Rassismus |
| Abstract | Introductory college courses are designed to comprehensively introduce divergent disciplines (Zipp, 2012) and can prepare students to understand the risks for multiple minoritized identities in their fields of study (Shriberg, 2016). This approach is effective, however, only if faculty are appropriately equipped to use intersectional pedagogy. Educators typically do not have the tools to increase their awareness and engage in these concepts, or they may not be willing to (Clark, 2010). The author examines and critiques one professor's experiences in incorporating intersectional theories into an introductory college course. The results suggest that using an intersectional framework will improve interdisciplinary pedagogy in the future. (As Provided). |
| Anmerkungen | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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