Intersectional Practices to Improve Pedagogy in Introductory College Courses

Intersectional Practices to Improve Pedagogy in Introductory College Courses

Introductory college courses are designed to comprehensively introduce divergent disciplines (Zipp, 2012) and can prepare students to understand the risks for multiple minoritized identities in their fields of study (Shriberg, 2016). This approach is effective, however, only if faculty are appropria...

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Veröffentlicht in:Journal on excellence in college teaching 2020, Vol.31 (3), p.71
1. Verfasser: Harkins Monaco, Elizabeth A
Format: Artikel
Sprache:eng
Schlagworte:
Classroom Environment
College Faculty
Consciousness Raising
Controversial Issues (Course Content)
Critical Thinking
Discussion (Teaching Technique)
Ethnicity
Gender Differences
Higher Education
Interaction
Introductory Courses
LGBTQ People
Minority Group Students
Preservice Teacher Education
Racial Bias
Racial Differences
Reflection
Rhetoric
Self Concept
Social Bias
Social Discrimination
Special Education
Student Development
Teacher Role
Teaching Methods
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Zusammenfassung:Introductory college courses are designed to comprehensively introduce divergent disciplines (Zipp, 2012) and can prepare students to understand the risks for multiple minoritized identities in their fields of study (Shriberg, 2016). This approach is effective, however, only if faculty are appropriately equipped to use intersectional pedagogy. Educators typically do not have the tools to increase their awareness and engage in these concepts, or they may not be willing to (Clark, 2010). The author examines and critiques one professor's experiences in incorporating intersectional theories into an introductory college course. The results suggest that using an intersectional framework will improve interdisciplinary pedagogy in the future.
ISSN:1052-4800