Teaching Diversity across Disciplines: Reflections from African-American Faculty in Four Different Academic Settings
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| Title: | Teaching Diversity across Disciplines: Reflections from African-American Faculty in Four Different Academic Settings |
|---|---|
| Language: | English |
| Authors: | Marbley, Aretha, Burley, Hansel, Bonner, Fred A., II |
| Source: | Educational Forum. 2010 74(1):63-80. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Higher Education, Colleges, White Students, College Faculty, African Americans, Cultural Pluralism, Self Concept, Reflective Teaching, Feminism, Interprofessional Relationship, Teacher Student Relationship, Adjustment (to Environment), Context Effect, Curriculum |
| DOI: | 10.1080/00131720903404031 |
| ISSN: | 0013-1725 |
| Abstract: | The authors, male and female African-American faculty from different academic disciplines at predominantly white institutions, share personal reflections on their experiences teaching postsecondary graduate and professional courses that focus on diversity and multicultural themes. This article provides tools and strategies for improving the overall effectiveness for those who teach diversity courses from a framework the authors have codified as a "3-C" perspective: context, characters, and curriculum. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2010 |
| Accession Number: | EJ881458 |
| Database: | ERIC |
| Abstract: | The authors, male and female African-American faculty from different academic disciplines at predominantly white institutions, share personal reflections on their experiences teaching postsecondary graduate and professional courses that focus on diversity and multicultural themes. This article provides tools and strategies for improving the overall effectiveness for those who teach diversity courses from a framework the authors have codified as a "3-C" perspective: context, characters, and curriculum. |
|---|---|
| ISSN: | 0013-1725 |
| DOI: | 10.1080/00131720903404031 |
