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ERIC Number: EJ918917
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0271-0633
The Writers and the Detectives: Cultural Difference, Identity, and Pedagogical Disciplines in an Integrated Classroom
DiGrazia, Jennifer; Stassinos, Elizabeth
New Directions for Teaching and Learning, n125 p33-42 Spr 2011
Student resistance to critical thinking emblematic of a liberal arts curriculum is often painfully obvious in freshman writing classes that impose a process-based approach to writing and thinking. Criminal justice students, like their peers in other majors with strong vocational orientations, often resist taking any more than the required liberal arts courses. In fact, they tend, by interest and vocation, to gravitate toward Criminal Justice (CJ) electives to meet the college's core and disciplinary requirements. In this chapter, the authors, one from the English department and one from the CJ department, describe how, using intersectional analysis as a model, they moved from a "linked" to an "integrated" design for a co-taught CJ course for first-year students. They describe the evolution of the struggle with and strategies for addressing issues of culture, power, and identity within the courses.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A