ERIC Number: EJ1034809
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 35
Illustrating Relevance, Questioning Norms, and Creating Space: Three Steps for Teaching Critical Perspectives in the HRD Classroom
Collins, Joshua C.
Human Resource Development Review, v12 n4 p500-511 Dec 2013
Scholarly dialogue in HRD (Human Resource Development) has become gradually more accepting of essential conversations regarding equity and social justice in research. However, much work remains in bridging the gaps between this scholarship and the practice of HRD. One way to create change is through teaching, as the ways in which we choose to educate students of HRD inevitably shapes the future of the field. In reflecting on one of my own works, "Identity matters: A critical exploration of lesbian, gay, and bisexual identity and leadership in HRD," it occurred to me that even well-meaning and skilled instructors could struggle to incorporate its ideas into the dialogue in their classrooms and research. Thus, the purpose of this essay is to use "Identity Matters" as an explicatory example in discussing how emerging critical perspectives could be taught.
Descriptors: Labor Force Development, Social Justice, Sexual Orientation, Critical Theory, Sexual Identity, Adult Students, Sex Role, Leadership, Identification (Psychology)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Authoring Institution: N/A