Pedagogy as empowerment and the uniqueness of the “Hood” student
Bibliographic Data
| ID | 21611065 |
|---|---|
| Authors | Rebecca Maniglia (Northern Arizona University, corresponding author), Rebecca Hubbard Maniglia (Northern Arizona University) |
| Year | 2020 |
| Volume | 23 |
| Issue | 2 |
| Pages | 128-138 |
| Publication date | 2020-04-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Contemporary Justice Review (JOURNAL) |
| Journal identifiers | ISSN: 1028-2580 • E-ISSN: 1477-2248 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10282580.2020.1755850 |
| OpenAlex | W3017605986 |
| Language | EN |
| References cited | 2 |
This article highlights a new student-led initiation at Northern Arizona University that addresses the needs of students from environments rich with structural injustice. It examines initial results from a research project designed to identify the uniqueness of this student population and then discusses the students' new efforts at classroom transformation and faculty education. The role of the classroom as a space for identity formation and empowerment is discussed, as well the essential ingredients necessary for creating classrooms where these students are accepted, understood and empowered
Empowerment · Injustice · Mathematics education · Pedagogy · Political science · Population · Sociology · Uniqueness · Communication in Education and Healthcare · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Law · Psychology · Social Psychology
| Highly cited | No |
|---|