ERIC Number: EJ1051017
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 30
A Vulnerable Disclosure: Dangerous Negotiations of Race and Identity in the Classroom
Hill, Dominique C.
Journal of Pedagogy, v5 n2 p161-181 Dec 2014
This autoethnographic essay shares my experience as a teaching assistant, desiring to be more self aware of how my race informed my pedagogy in the classroom. Set in "Race and Cultural Diversity," an advanced undergrad writing course, I examine my commitments to racial and social justice within classroom happenings. Using critical performance pedagogy, this study explores my identity performance to identify and create effective strategies that further dialogue on the often charged and sensitive topic of race. Moreover, this essay reveals what I learned about myself and clarified my teaching/learning philosophy.
Descriptors: Ethnography, Race, Ethnicity, Teaching Methods, Undergraduate Students, Writing Instruction, Social Justice, Critical Theory, Self Concept, Teaching Assistants, Educational Philosophy, Advanced Courses, Course Content, Females, Blacks, Discussion (Teaching Technique), Disclosure, Observation, Student Journals
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A