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ERIC Number: EJ1165278
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1551-2169
Teaching Race and Social Justice at a Predominantly White Institution
Bauer, Kelly; Clancy, Kelly
Journal of Political Science Education, v14 n1 p72-85 2018
At our predominantly white university, students often shy away from controversial conversations. How can the classroom encourage students to value and engage in potentially explosive conversations? We develop a concept of "empathic scaffolding" to articulate an approach that integrates diversity and inclusion into the classroom. Empathic scaffolding structures content and pedagogy in a way that strategically expands students' zones of comfort, starting with very personal experiences with the material and expanding to include broader groups of people and course concepts. Understanding and engaging with these concentric circles of students' relationships to the course material is crucial if students are to hear and engage with voices to which they may have limited exposure. This article documents the best practices of implementing empathic scaffolding in the realms of content and pedagogy, offering a toolkit for professors to critically engage conversations about race and social justice.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Grant or Contract Numbers: N/A