Jessica M Charbeneau
Datos Biográficos
| ID | 6096220 |
|---|---|
| NOMBRE | Jessica M Charbeneau |
| NOMBRES | Jessica M |
| APELLIDO | Charbeneau |
| FIRMA | CHARBENEAU J M |
| AFILIACIONES | University of Michigan |
| VERIFICADO | No |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2013 |
| ÍNDICE H | 3 |
Pedagogical approaches to student racial conflict in the classroom
The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students’ learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigo…
White faculty transforming whiteness in the classroom through pedagogical practice
The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in interviews with a small sample of white faculty formally or informally recognized for their skill teaching in…
Peer Facilitators as Border Crossers in Community Service Learning
Community service learning offers students the opportunity to cross socially constructed and epistemological borders of power and privilege, allowing them to come into contact with groups of people who are different from themselves and to learn in different ways. Peer facilitators, undergraduate student instructional leaders who guide others through these encounters, often experience especially powerful border crossing experiences, both by virtue…
Peer Facilitators as Border Crossers in Community Service Learning
Community service learning offers students the opportunity to cross socially constructed and epistemological borders of power and privilege, allowing them to come into contact with groups of people who are different from themselves and to learn in different ways. Peer facilitators, undergraduate student instructional leaders who guide others through these encounters, often experience especially powerful border crossing experiences, both by virtue…
White faculty transforming whiteness in the classroom through pedagogical practice
The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in interviews with a small sample of white faculty formally or informally recognized for their skill teaching in…
Pedagogical approaches to student racial conflict in the classroom
The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students’ learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigo…
Peer Facilitators as Border Crossers in Community Service Learning
Community service learning offers students the opportunity to cross socially constructed and epistemological borders of power and privilege, allowing them to come into contact with groups of people who are different from themselves and to learn in different ways. Peer facilitators, undergraduate student instructional leaders who guide others through these encounters, often experience especially powerful border crossing experiences, both by virtue…
Pedagogical approaches to student racial conflict in the classroom
The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students’ learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigo…
White faculty transforming whiteness in the classroom through pedagogical practice
The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in interviews with a small sample of white faculty formally or informally recognized for their skill teaching in…
Pedagogy (3 obras) · Sociology (3 obras) · Critical Race Theory in Education (2 obras) · Gender Studies (2 obras) · Gender Studies (2 obras) · Higher Education Research Studies (2 obras) · Political science (2 obras) · Politics (2 obras) · Power structure (2 obras) · Racism (2 obras)