ERIC Number: EJ918918
Record Type: Journal
Publication Date: 2011
Reference Count: 16
Using an Intersectional Approach to Deepen Collaborative Teaching
Pliner, Susan M.; Iuzzini, Jonathan; Banks, Cerri A.
New Directions for Teaching and Learning, n125 p43-51 Spr 2011
Scholars who study teaching and learning have provided the academy with a range of progressive pedagogies that move beyond traditional ways of teaching. In the call for the use of diverse classroom practices in higher education, many have highlighted the benefits and challenges that come with collaborative teaching models. In this chapter, the authors examine collaborative teaching through an intersectional lens. Intersectionality as a theoretical concept has practical implications for the ways faculty understand and practice skills related to teaching and for the ways students learn. Through the use of a case study, the authors discuss how an intersectional lens enriches collaboration by facilitating a classroom community where a diverse range of identities and perspectives are utilized in learning processes. This conceptual lens provides ways for faculty to deliver content knowledge and to simultaneously create and sustain inclusive and authentic classrooms.
Descriptors: Classroom Environment, Team Teaching, Teacher Collaboration, Teaching Methods, Case Studies, Student Diversity, Social Justice, Cultural Pluralism, Teaching Models, Identification (Psychology), Social Influences, Autobiographies, Writing Assignments, College Students, College Faculty
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A