Literaturnachweis - Detailanzeige
| Autor/inn/en | Kaler-Jones, Cierra; Briscoe, Kaleb L.; Moore, Candace M.; Ford, Jesse R. |
|---|---|
| Titel | Yes, Teaching and Pedagogical Practices Matter: Graduate Students' of Color Stories in Hybrid Higher Education/Student Affairs (HESA) Graduate Programs |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 2, S.204-223 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kaler-Jones, Cierra) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-022-00645-2 |
| Schlagwörter | Graduate Students; Minority Group Students; Blended Learning; Higher Education; Flipped Classroom; Student Personnel Services; Graduate Study; Educational Strategies; Racism; Cooperative Learning; Humanization; Praxis |
| Abstract | Faculty members must employ pedagogical practices that foster humanizing learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students' of Color stories in higher education/student affairs hybrid graduate preparation programs to understand how faculty contribute to humanizing and critical pedagogy. The findings highlight three central pedagogical strategies faculty used in hybrid classrooms that graduate Students' of Color named as most effective: (1) taught to transgress against racism and oppression, (2) emphasized dialogic pedagogy strategies, and (3) encouraged collaboration inside and outside of the classroom. This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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