Co-Teaching Difficult Subjects: Critical Autoethnography and Pedagogy

Autor/inn/en	Roland, Ericka; Jones, Alden
Titel	Co-Teaching Difficult Subjects: Critical Autoethnography and Pedagogy
Quelle	In: Teaching in Higher Education, 28 (2023) 3, S.616-631 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roland, Ericka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1839747
Schlagwörter	Team Teaching; Teaching Methods; Power Structure; Social Change; Educational Change; Critical Theory; Professional Identity; Self Concept; Disadvantaged; Teacher Collaboration; Difficulty Level; Intellectual Disciplines; Graduate Students; Masters Programs; Ethnography; Instructional Leadership; Womens Studies; Course Content; Feminism; African Americans; Mexican Americans; Course Descriptions; Teacher Education Programs; Teacher Attitudes + Suchen Sie Ihr Suchwort? Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wandel; Bildungsreform; Kritische Theorie; Selbstkonzept; Lehrerkooperation; Schwierigkeitsgrad; Geisteswissenschaften; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Ethnografie; Instruction; Leadership; Bildung; Erziehung; Führung; Kursprogramm; Feminismus; Afroamerikaner; Hispanoamerikaner; Kursstrukturplan; Lehrerverhalten
Abstract	Building on existing studies on co-teaching and teaching difficult subjects, this article examines the development of our co-teaching relationship, as educators with marginalized identities, teaching on difficult subjects in a graduate critical consciousness course. The authors used the theoretical and methodological intersection of critical performance pedagogy and critical autoethnography to examine and situate their experiences in co-teaching. Three pedagogical practices were identified in co-teaching difficult subjects that included: (1) the negotiation of individual and collective space, (2) the navigation of voice between collaboration and personal expression, and (3) and the role of affect in the classroom environment. The study contributes to an emerging discussion on what it means to transform teaching in higher education around difficult subjects. By focusing on co-teaching, this article sets the stage to reimagine graduate teaching as a collaborative process between more than one instructor and students with a focus on power, privilege, oppression, and social change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01