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From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work

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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
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  Data: From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work
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  Data: <searchLink fieldCode="AR" term="%22Lay-nah+Blue+Morris-Howe%22">Lay-nah Blue Morris-Howe</searchLink><br /><searchLink fieldCode="AR" term="%22Cynthia+H%2E+Brock%22">Cynthia H. Brock</searchLink><br /><searchLink fieldCode="AR" term="%22Kate+Welsh%22">Kate Welsh</searchLink><br /><searchLink fieldCode="AR" term="%22Aldora+White+Eagle%22">Aldora White Eagle</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Multicultural+Education%22"><i>International Journal of Multicultural Education</i></searchLink>. 2024 26(2):57-72.
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  Data: 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
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Book+Reviews%22">Book Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Clubs%22">Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+Groups%22">Discussion Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink>
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  Data: 1934-5267
– Name: Abstract
  Label: Abstract
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  Data: 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.
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      – Text: English
    PhysicalDescription:
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        StartPage: 57
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Teacher Improvement
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      – SubjectFull: Reflection
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      – SubjectFull: Self Evaluation (Individuals)
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      – TitleFull: From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work
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