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Chung, Sae Hoon Stan – New Directions for Teaching and Learning, 2019
This chapter employs autoethnography to reflect upon the intersection of decolonization with Indigenous knowledge. It considers relational engagement with Indigenous people, land, and language, and summarizes the practice as "the courage to be altered."
Descriptors: Ethnography, Foreign Policy, Indigenous Populations, Indigenous Knowledge
Yeo, Michelle; Haggarty, Liam; Wida, Wathu; Ayoungman, Kent; Pearl, Catherine M. L.; Stogre, Tanya; Waldie, Angela – New Directions for Teaching and Learning, 2019
This chapter describes a faculty learning community formed at our university, in partnership with local Indigenous communities, as part of our response to Canada's Truth and Reconciliation Commission Calls to Action. We interviewed participants about their experiences in this group, including their challenges and transformations.
Descriptors: Indigenous Populations, Conflict Resolution, Communities of Practice, College Faculty
Wilson, Justin; Nelson-Moody, Aaron – New Directions for Teaching and Learning, 2019
This chapter describes the potlatch as a methodology to engage culturally diverse classrooms in liberation curriculum. The Potlach is a high-context, community-based, participatory method offering three intra/interpersonal reflexive waypoints teachers can use when designing and delivering transformative learning.
Descriptors: Transformative Learning, Cultural Pluralism, Student Diversity, Teaching Methods
Toward Being Inclusive: Intentionally Weaving Online Learning, Reconciliation, and Intercultural Development
Williams, Heather – New Directions for Teaching and Learning, 2019
This chapter describes the development and impact assessments of an online, co-curricular intercultural communication course that weaves together material addressing reconciliation with Indigenous communities in Canada with material about cultural difference and communication across cultures. Considerations for inclusive online course design and…
Descriptors: Online Courses, Course Descriptions, Canada Natives, Indigenous Populations
Reid, Robin E. – New Directions for Teaching and Learning, 2019
Place-based education has the capacity to extend the learning community beyond the parameters of the university and to bring Indigenous and non-Indigenous, domestic, and international students into the public space and onto the local landscape. By intentionally using place-based and intercultural pedagogy, this paper draws on student reflections…
Descriptors: Multicultural Education, Place Based Education, Cultural Awareness, Indigenous Populations
Walsh Marr, Jennifer – New Directions for Teaching and Learning, 2019
This article describes the rationale and process of a content and language integrated learning initiative. An academic English instructor of international students reflects on the limitations and impact of critical language teaching materials drawing on texts about First Nations history and political activism in Canada on student learning in the…
Descriptors: Language Teachers, Course Content, Interdisciplinary Approach, English (Second Language)
Melting the Cultural Iceberg in Indigenizing Higher Education: Shifts to Accountability in Times of Reconciliation
Vaudrin-Charette, Julie – New Directions for Teaching and Learning, 2019
In this chapter, the author draws on personal experiences as pedagogical advisor and as a doctoral student, to consider how recognizing voice, family, and vulnerabilities may assist in developing a sense of accountability in academia. Reflecting on the Canadian context of reconciliation, the author considers how moving from an intercultural to an…
Descriptors: Higher Education, Accountability, Doctoral Programs, Graduate Students
Jordan, Judith V.; Schwartz, Harriet L. – New Directions for Teaching and Learning, 2018
Radical empathy positions us to engage and connect with our students while also staying grounded in our role and responsibilities as educators.
Descriptors: Empathy, Teaching (Occupation), Teacher Student Relationship, Teacher Role
Sproles, Karyn Z. – New Directions for Teaching and Learning, 2018
This chapter integrates two of the most influential authorities on teaching, Robert Boice and Parker Palmer, into the system's approach to teaching articulated by Douglas Robertson in order to help college teachers find sustainable balance by acknowledging and managing emotions in the classroom.
Descriptors: College Faculty, Teacher Burnout, Stress Management, Emotional Response
Frey, Lisa L. – New Directions for Teaching and Learning, 2018
This chapter explores the institutional context of higher education and its impact on faculty and professional staff's well-being, functioning, and emotions. Suggestions for dealing with academic workplace violations or betrayals are offered.
Descriptors: Higher Education, College Faculty, Well Being, Psychological Patterns
Hua, Linh U. – New Directions for Teaching and Learning, 2018
This chapter examines the affective lives of women of color faculty in university and classroom conditions that entail competing emotional labor.
Descriptors: College Faculty, Minority Group Teachers, African American Teachers, Educational Environment
Robertson, Douglas L. – New Directions for Teaching and Learning, 2018
This chapter revisits a developmental model of professors-as-teachers that provides a useful framework for considering emotion in teaching and learning.
Descriptors: College Faculty, Emotional Response, Psychological Patterns, Models
Martin, Ryan C. – New Directions for Teaching and Learning, 2018
This chapter explores the important role that anger plays in teaching and learning.
Descriptors: Classroom Environment, Classroom Techniques, Affective Behavior, Affective Objectives
Nair, Indira – New Directions for Teaching and Learning, 2018
Reflecting on one's own emotions and seeing teaching as an emotionally complex engagement can enrich a teacher's experience, pedagogy, and students' motivation and response in class.
Descriptors: Reflective Teaching, Psychological Patterns, Teaching Experience, Teaching Methods
Snyder-Duch, Jennifer – New Directions for Teaching and Learning, 2018
Academic advising--formal and informal--is an emotional undertaking on the part of college faculty.
Descriptors: College Faculty, Faculty Advisers, Psychological Patterns