Pedagogy in Process: Engaging Micro-Decisions about Race and Gender

Autor/in	Tirres, Christopher D.
Titel	Pedagogy in Process: Engaging Micro-Decisions about Race and Gender
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 3, S.213-227 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tirres, Christopher D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1735568
Schlagwörter	Minority Group Teachers; Males; Social Attitudes; Race; Gender Issues; Social Bias; College Faculty; Teacher Characteristics; Social Justice; Religious Factors; Hispanic Americans; Catholics; Introductory Courses; Undergraduate Study; Cultural Differences; Controversial Issues (Course Content); Teaching Methods; Social Influences; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Social attidude; Soziale Einstellung; Rasse; Abstammung; Geschlechterfrage; Fakultät; Soziale Gerechtigkeit; Hispanic; Hispanoamerikaner; Katholik; Einführungskurs; Grundstudium; Kultureller Unterschied; Controversial issues; Kontroverse; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss
Abstract	How might cisgender teachers of color who identify as male problematize social norms connected to race and gender? What privileges, limitations, and possibilities may emerge from such a social location? This essay explores these questions by looking at a number of micro-decisions that I make in an introductory-level undergraduate class. By utilizing a self-reflexive and inductive starting point, I ask: How do I, as a cisgender, heterosexual Mexican-American man, perform race and gender in the context of the classroom? What explicit and implicit messages may I be sending to students? And in what ways may these messages contribute to--or constrain--course themes around human liberation and freedom? Such considerations underscore the importance of attending to race and gender not only in terms of the 'what,' or content, of a given course, but also the 'how' of pedagogical delivery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01