Black Faculty Facilitating Difficult Dialogues in the College Classroom: A Cross-Disciplinary Response to Racism and Racial Violence

Autor/inn/en	McGowan, Brian L.; Jones, Connie T.; Boyce, Ayesha S.; Watkins, Shari E.
Titel	Black Faculty Facilitating Difficult Dialogues in the College Classroom: A Cross-Disciplinary Response to Racism and Racial Violence
Quelle	In: Urban Review: Issues and Ideas in Public Education, 53 (2021) 5, S.881-903 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00598-y
Schlagwörter	African American Teachers; College Faculty; Tenure; Racial Bias; Graduate Students; Current Events; Classroom Techniques; Decision Making; Peer Relationship; Trust (Psychology); Fatigue (Biology); Teacher Attitudes; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Fakultät; Amtszeit; Beschäftigungsdauer; Racial discrimination; Rassismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Aktualität; Klassenführung; Decision-making; Entscheidungsfindung; Peer-Beziehungen; Fatigue; Ermüdung; Lehrerverhalten
Abstract	This article examines how three Black tenure-track faculty from different academic disciplines prioritized and facilitated discussions on racism and racial violence with graduate students. Drawing on the process of facilitating difficult dialogues and racial battle fatigue as theoretical framing, we utilized case study methodology to illuminate the challenges that Black faculty face when engaging in these conversations. Our analysis yielded four themes: (1) deliberate and intentional preparation; (2) connecting current events on racism and racial violence to classroom lessons; (3) classroom management and decision making when dissonance occurs; and (4) reliance on trusted peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01