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Teaching to transgress : education as the practice of freedom
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In this article, the authors discuss the importance of engaged pedagogy and teaching to transgress in a multiracial world, focusing on the teaching of new worlds and new words.Abstract:
Introduction: Teaching to Transgress 1. Engaged Pedagogy 2. A Revolution of Values: The Promise of Multicultural Change 3. Embracing Change: Teaching in a Multicultural World 4. Paulo Freire 5. Theory as Liberatory Practice 6. Essentialism and Experience 7. Holding My Sister's Hand: Feminist Solidarity 8. Feminist Thinking: In the Classroom Right Now 9. Feminist Scholarship: Black Scholars 10. Building a Teaching Community: A Dialogue 11. Language: Teaching New Worlds / New Words 12. Confronting Class in the Classroom 13. Eros, Eroticism, and the Pedgagogical Process 14. Ecstasy: Teaching and Learning Without Limitsread more
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Feasts of Becoming: Imagining a Literacy Classroom Based on Dialogic Beliefs
Bob Fecho,Stergios Botzakis +1 more
TL;DR: This article explore how teaching based on Bakhtin concepts might function in the classroom, paying particular attention to the concepts of dialogue, heteroglossia, carnival, and hybridity, and argue that a dialogic classroom is one where language is central to a meaning-making process that informs us about language.
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In the Guise of Civility: The Complicitous Maintenance of Inferential Forms of Sexism and Racism in Higher Education
TL;DR: The authors examine and explore the continued existence of inferential forms of sexism and racism in higher education and argue that these forms of racism and sexism are endemic to U.S. higher education.
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Listening to teachers–listening to students: substantive conversations about resistance, empowerment and engagement
TL;DR: The authors examines contemporary research and debates about pedagogies of engagement that challenge the traditional assumptions and understandings of engagement and suggests that an empowering and resistant pedagogy can (re)conceive student engagement so that it achieves the twin goals of social justice and academic achievement.
Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review
TL;DR: Bovill et al. as mentioned in this paper investigated whether students should be actively involved in curriculum design, in first year and at other levels, and found that the majority of students did not participate in the curriculum design process.
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College students' perceptions, myths, and stereotypes about African American athleticism: a qualitative investigation
TL;DR: In this paper, the authors examined the myth of the "natural" African American athlete through survey research and found that seven major themes emerged which are descriptive of the participants' perceptions, thoughts, and feelings concerning the debate of African American athleticism: Black physical advantage, Black work ethic, Black cultural factors, race disregard, societal factors, Black limited opportunity, and unawa...