Contextualizing Violence in a Participatory Classroom

A Socially Defined Identities Approach

Bibliographic Data

ID12005374
AuthorsAngela B Ginorio (University of Washington, Seattle, corresponding author)
Year1998
Volume22
Issue1
Pages77-96
Publication date1998-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology of Women Quarterly (JOURNAL)
Journal identifiersISSN: 0361-6843 • E-ISSN: 1471-6402
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1111/j.1471-6402.1998.tb00143.x
OpenAlexW2128158119
LanguageEN
Citations received3
References cited12

Techniques for integrating race, class, gender, sexual orientation, age, disability, and other categories of socially defined identity in a student-centered participatory classroom are outlined for a survey course on women and violence. Keeping categories of socially defined identity central to every course component changes not only the content of the course, but also the questions asked and the range of possible answers. Students were given two tools with which to analyze each topic: theoretical frameworks (psychology, sociology, feminism) and the categories of socially defined identity. Difficulties with the material are interpreted as signposts of the complexity of the theoretical issues involved rather than as intellectual failures of the students or the instructor. An open and participatory classroom climate facilitates dealing with the stresses of this topic as well as with the ambiguities faced by students exploring the multidimensional space of socially defined identities

Citizen journalism · Class (philosophy · Epistemology · Feminism · Human sexuality · Identity (music · Pedagogy · Race (biology · Sexual identity · Sexual orientation · Sociology · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Gender, Feminism, and Media · Psychology · Social Psychology

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