The Trouble with Disciplining Disciplines

Autor/in	Longstreet, C. Shaun
Titel	The Trouble with Disciplining Disciplines
Quelle	In: New Directions for Teaching and Learning, (2011) 125, S.21-29 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.430
Schlagwörter	Higher Education; Intellectual Disciplines; Politics of Education; Critical Theory; Social Justice; Religion Studies; Campuses; Student Diversity; Identification (Psychology); Individual Development; Texas + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Educational policy; Bildungspolitik; Kritische Theorie; Soziale Gerechtigkeit; Religionswissenschaft; Individuelle Entwicklung
Abstract	In this chapter, the author focuses on intersectionality as a heuristic means toward an open and affirming classroom and as a model grounded in a larger history of calls for anti-oppressive pedagogy. Three critical pivots set the background to this article. The first is Paolo Freire, who clearly connected social justice with pedagogy and contended that teaching itself is a political act. In his work, he encouraged students and teachers to develop a critical consciousness that raised awareness of the cultural narratives propagating structures of privilege and suppression. Although some cultural critics noted how education could create agency, others pointed to ways in which education could be a tool for oppression, and this marks the second pivot for this article. The call for being responsive to underrepresented students and valuing diverse experiences as a means for more equitable and inclusive campuses forms the third pivot here. As the civil rights movement led to more accessibility, post-secondary institutions saw the rise of more diverse student populations. Subsequently, faculty and administrators have increasingly recognized the benefits of, and challenges to, adjusting higher education to meet the needs of the varied populations coming to campuses. In this article, the author draws from intersectionality to investigate identity development in the classroom. He explores the ramifications of how instructors encourage students to "perform" a constructed pattern of thoughts, actions, and values in the classroom, a pattern one can call a disciplinary or professional identity. Although the work in this chapter calls attention to the potential problems that can arise from unreflective identity formation in any classroom, it specifically explores how the application of intersectionality played out in a religious studies curriculum that actively promoted a more socially just campus. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10