ERIC Number: EJ918915
Record Type: Journal
Publication Date: 2011
Reference Count: 14
The Promises and Challenges of Teaching from an Intersectional Perspective: Core Components and Applied Strategies
Jones, Susan R.; Wijeyesinghe, Charmaine L.
New Directions for Teaching and Learning, n125 p11-20 Spr 2011
This chapter explores how the framework of intersectionality can be used by faculty in course development and classroom teaching. An overview of intersectionality, highlighting core assumptions and tenets of the framework, is presented first. These assumptions and tenets are then applied to classroom dynamics and the practice of teaching in diverse classrooms. Using scenarios from their own experiences, the authors then illustrate the promises and challenges of utilizing an intersectional perspective in teaching and advising students. The chapter concludes with thoughts on future directions for the integration of intersectionality into teaching and other areas of faculty work. Throughout the chapter, the authors draw on their own experiences of teaching, building theory, and living aspects of intersectionality: specifically, Susan R. Jones as a faculty member teaching student development theory courses with a long-time research interest in multiple identities, and Charmaine L. Wijeyesinghe as a consultant in organizational development and social justice who explores the relevance of intersectional theory to racial and multiracial identity models.
Descriptors: Social Theories, Social Justice, Racial Identification, Gender Issues, Social Class, Identification (Psychology), Ethnicity, Student Development, Faculty, Student Diversity, Classroom Environment, Curriculum Development, Educational Strategies, Theory Practice Relationship
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A