ERIC Number: EJ941187
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 58
Using Film in Multicultural and Social Justice Faculty Development: Scenes from "Crash"
Ross, Paula T.; Kumagai, Arno K.; Joiner, Terence A.; Lypson, Monica L.
Journal of Continuing Education in the Health Professions, v31 n3 p188-195 Sum 2011
We designed a faculty development workshop integrating scene excerpts from the Academy Award-winning movie Crash and active learning methods to encourage faculty participation and generate participant dialogue. The aims of this workshop were to enhance awareness of issues related to teaching in a multicultural classroom; stimulate discussion on teaching and learning about potentially contentious issues linked to race, ethnicity, religion, gender, geographical origin, and class; and expose faculty to the use of multimedia to facilitate discussion on topics of diversity and social justice. Twenty-five faculty attended 3 workshops in various venues, 18 of whom completed workshop evaluations. The workshop evaluation revealed that all participants believed that the scene excerpts and discussions helped them to reflect on their own attitudes toward race and diversity and felt better prepared to effectively facilitate classroom discussions on similar issues. This workshop is a useful tool for helping faculty to develop the skills and confidence to facilitate, manage, and stimulate discussions on controversial issues in multicultural education that may otherwise be avoided due to lack of expertise or experience. (Contains 4 tables.)
Descriptors: Social Justice, Controversial Issues (Course Content), Multicultural Education, Active Learning, Faculty Development, Films, Instructional Films, Teacher Workshops, Popular Culture, Social Attitudes, Participant Satisfaction, Didacticism, Multimedia Materials, Program Descriptions, Instructional Effectiveness, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A