Literaturnachweis - Detailanzeige
Autor/inn/en | Allen, Katherine R.; Floyd-Thomas, Stacey M.; Gillman, Laura |
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Titel | Teaching to Transform: From Volatility to Solidarity in an Interdisciplinary Family Studies Classroom. |
Quelle | In: Family Relations, 50 (2001) 4, S.317-25Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0197-6664 |
Schlagwörter | Classroom Environment; College Students; Course Content; Cross Cultural Training; Emotional Response; Higher Education; Interdisciplinary Approach; Pedagogical Content Knowledge; Stranger Reactions; Student Reaction; Team Teaching Klassenklima; Unterrichtsklima; Collegestudent; Kursprogramm; Interkulturelle Orientierung; Emotionales Verhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pädagogische Kompetenz; Fremdenprüfung; Schülerkritik; Teamteaching |
Abstract | Describes a transformative experience in an interdisciplinary course on multicultural families and the xenophobia they experience. The course was created in collaboration with students in order to achieve a more authentic teaching-learning experience. Four pedagogical implications are offered regarding interdisciplinary perspectives, collaborative teaching teams, reconstructing authority, and enacting social justice. (BF) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |