Literaturnachweis - Detailanzeige
Autor/inn/en | Blum, Denise; Davis, Erin E.; Gibson, Kari; Phillips, Rexi Lee; Jeyaraj, Annette Sharon Stanly; Winters, Bailey |
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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 |
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 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). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |