"I've Never Cried with a Stranger Before": A Pedagogy of Discomfort, Emotion and Hope for Immigrant Justice

Autor/inn/en	Blum, Denise; Davis, Erin E.; Gibson, Kari; Phillips, Rexi Lee; Jeyaraj, Annette Sharon Stanly; Winters, Bailey
Titel	"I've Never Cried with a Stranger Before": A Pedagogy of Discomfort, Emotion and Hope for Immigrant Justice
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 8, S.763-781 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1962564
Schlagwörter	Immigrants; Public Policy; Justice; Immigration; Political Attitudes; Graduate Students; Seminars; Student Attitudes; Teacher Attitudes; Teaching Methods; Experiential Learning; Attitude Change; Emotional Response; Psychological Patterns; United States History; Whites; Institutional Characteristics; College Faculty; Course Descriptions; Books; Field Trips; Undocumented Immigrants; Interviews; Research Papers (Students); Crisis Management + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Öffentliche Ordnung; Gerechtigkeit; Political attitude; Politische Einstellung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Seminar; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Attitudinal change; Einstellungsänderung; Emotionales Verhalten; White; Weißer; Fakultät; Kursstrukturplan; Book; Buch; Monographie; Monografie; Exkursion; Illegaler Aufenthalt; Interviewing; Interviewtechnik; Krisenmanagement
Abstract	While anti-immigrant policy and practices have a long history in the United States, many students are unfamiliar with the historical or current immigration crises. This study explores the challenges of teaching a graduate seminar about immigration and education at a predominantly white university. Five graduate students and their instructor share their reflections from a post-course survey and field notes related to the course's 'pedagogy of discomfort' and experiential learning. The class was moved emotionally, interrupting previous beliefs and shifting attitudes. However, the course fell short of exploring one's own positionality fully, resulting in unfinished learning about how Whiteness upholds the status quo. The authors argue for a neo-abolitionist pedagogy, one that creates a 'third space' to process emotional responses and discuss social positionalities to prevent unproductive feelings of guilt or pity that function to further otherize immigrants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01