Understanding Allyhood as a Developmental Process

Autor/in	Waters, Rhian
Titel	Understanding Allyhood as a Developmental Process
Quelle	In: About Campus, 15 (2010) 5, S.2-8 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.20035
Schlagwörter	Social Justice; Models; Instructional Design; Student Development; Cognitive Development; Interpersonal Competence; Interpersonal Relationship; Whites; Racial Identification; Group Dynamics; Group Behavior; College Programs; Outreach Programs; Student Subcultures + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Kognitive Entwicklung; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; White; Weißer; Gruppendynamik; Gruppenverhalten; Studienprogramm; Jobcoaching
Abstract	Understanding allyhood as a developmental process will allow educators and program directors to reach a broader number of students with more powerful outcomes in line with student learning and development goals. Designing programs that promote ally development as a component of social justice education will allow programs to tailor ally development exercises and programs to a range of ally subpopulations (racial justice allies, LGBTIQ allies, etc.). In this article, the author outlines the ways in which educators can conceptualize ally attitudes and actions as a developmental process in an effort to enhance student learning, development, and social justice outcomes. After the introduction of a general ally development scheme, he explores one potential pathway toward developing white racial justice allyhood through the lens of the proposed model. (Contains 1 table.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10