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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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In the Moment: Honoring the Teaching and Learning Lived Experience
TL;DR: In this article, the authors explore those teaching moments that fall outside of the planned course of tasks and investigate how they become collaborative constructions of the teaching and learning experience, and explore how these moments become "go with the flow" moments: I let go, hang on for the ride, explore, and allow myself to be swept up in new possibilities.
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Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum
Nicole Nicotera,Hye-Kyung Kang +1 more
TL;DR: In this paper, a critical social work framework is employed to inform teaching strategies that raise critical consciousness, uncover privileged positions that inform research, and conceptualize social work practice that disrupts privilege and oppression.
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Teachers study groups: Contexts for transformative learning and action
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Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
TL;DR: In this article, the authors employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs.
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A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender.
TL;DR: Using Kegan's constructive development theory, this article examined transformative learning among six low-income and homeless women of Color pursuing their GED in a shelter-based literacy program, and found that they benefited from constructive development.