Literaturnachweis - Detailanzeige
Autor/inn/en | Liera, Román; Dowd, Alicia C. |
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Titel | Faculty Learning at Boundaries to Broker Racial Equity |
Quelle | In: Journal of Higher Education, 90 (2019) 3, S.462-485 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-1546 |
DOI | 10.1080/00221546.2018.1512805 |
Schlagwörter | Equal Education; College Faculty; Action Research; Race; Case Studies; Educational Change; Departments; Perspective Taking; Organizational Objectives; Higher Education; Organizational Change; Reflection; Intervention; Accountability; State Universities; Teacher Attitudes; Teacher Characteristics; Racial Differences; Educational Experience; Hispanic Americans; Researchers; Whites; Institutional Characteristics; Racial Bias; Teamwork; Sociocultural Patterns; African Americans; Minority Group Teachers; Faculty Development Fakultät; Projektforschung; Rasse; Abstammung; Case study; Fallstudie; Case Study; Bildungsreform; Department; Abteilung; Zukunftsperspektive; Business goal; Unternehmensziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Verantwortung; Staatliche Universität; Lehrerverhalten; Rassenunterschied; Bildungserfahrung; Hispanic; Hispanoamerikaner; Researcher; Forscher; White; Weißer; Racial discrimination; Rassismus; Soziokulturelle Theorie; Afroamerikaner |
Abstract | On many college campuses, faculty are being called on to act as change agents for racial equity. Through narrative inquiry analysis using the theoretical constructs of boundary crossing and boundary objects, this case study examined learning among faculty (n = 12) who attempted to broker structural changes at their universities through participation in action research. The findings illustrate that boundary negotiation across the "silos" of academic departments and administrative offices to promote racial equity involves perspective taking (regarding current norms and discourse) and perspective making (about equity as a legitimate institutional goal). These findings contribute to the literature on faculty agency and organizational learning for racial equity in higher education by identifying boundary objects as cultural tools that facilitate faculty learning and agency. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |