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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: PDF
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
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  Data: 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
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  Data: 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.
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