Teaching through Microaggressions: Considerations for Faculty

Autor/inn/en	Childs, Jonique R.; Thota, Neena; Calden, Adena
Titel	Teaching through Microaggressions: Considerations for Faculty
Quelle	In: About Campus, 27 (2022) 4, S.4-7 (4 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Childs, Jonique R.) ORCID (Calden, Adena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/10864822221123932
Schlagwörter	Aggression; Racism; Diversity (Faculty); Educational Strategies; Higher Education; Inclusion; Equal Education; College Faculty + Suchen Sie Ihr Suchwort? Rassismus; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Fakultät
Abstract	Research suggests that diversity is not often readily accepted within the classroom by students driven by their personal perceptions and biases of working with diverse educators. Furthermore, racial ideologies are often projected across campus during communication and actions by students and faculty. Using a theoretical framework for microintervention strategies, and learning from lived experiences, the authors propose recommendations for disarming and educating students and faculty with regard to the physical and psychological harm inflicted by microaggressions on members of targeted groups. It is hoped these reflections and experiences might be useful for other educators who are learning to take a leadership role in supporting the success of all students in higher education. These experiences will help others recognize the uncomfortable nature of confrontations and the absolute necessity of using the position of educator to address the issues, inform the students, and work to proactively and reactively address microaggressions in the classroom and across campuses. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01