From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work
Saved in:
| Title: | From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work |
|---|---|
| Language: | English |
| Authors: | Lay-nah Blue Morris-Howe, Cynthia H. Brock, Kate Welsh, Aldora White Eagle |
| Source: | International Journal of Multicultural Education. 2024 26(2):57-72. |
| Availability: | International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Book Reviews, Clubs, Discussion Groups, Group Discussion, Critical Thinking, Diversity, Inclusion, Equal Education, Transformative Learning, Teacher Improvement, Reflection, Self Evaluation (Individuals) |
| ISSN: | 1934-5267 |
| Abstract: | This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437122 |
| Database: | ERIC |
| Abstract: | This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work. |
|---|---|
| ISSN: | 1934-5267 |
