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ERIC Number: EJ918922
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0271-0633
From Difficult Dialogues to Critical Conversations: Intersectionality in Our Teaching and Professional Lives
Alejano-Steele, AnnJanette; Hamington, Maurice; MacDonald, Lunden; Potter, Mark; Schafer, Shaun; Sgoutas, Arlene; Tull, Tara
New Directions for Teaching and Learning, n125 p91-100 Spr 2011
Effective diversity education requires that the instructor be knowledgeable and comfortable with the theories and issues of identity. Given the persistence of curricular ethnocentrism and the highly charged nature of contemporary identity narratives, the preparation of faculty to teach diversity effectively across academic disciplines is no small feat. A robust inclusive curriculum delivered by an instructor who has not come to terms with her or his relationship to identity can be a recipe for disaster. With this challenge in mind, a yearlong faculty learning community (FLC), "Difficult Dialogues" (later changed to "Critical Conversations"), was created in the fall of 2009 at Metropolitan State College of Denver under the auspices of the Center for Faculty Development. In this chapter, the authors describe this FLC, which used intersectional analysis to facilitate critical conversations on the teaching of multicultural content.
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
Identifiers - Location: Colorado