Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning.
Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning.
Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one's own. The integrated design of the book's three parts - cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice - makes this book helpful to teaching faculty and academic administrators.
Contents: Susan Diana Longerbeam/Alicia Fedelina Chávez: From Cultural Story to Teaching Insight - Susan Diana Longerbeam/Alicia Fedelina Chávez: Place, Tension, Service, Difference, and Strength: How Culture Influences Teaching - Faculty Culture and Teaching Autobiographies - The Strength of Place and Its Influence on Teaching - Melissa Birkett Greene: NXSW: Cultural Legacies in Education - Judith A. Montoya: A Discovery Process: Identifying My Multicultural Roots - Jean Ann Foley: One Way Interrupted by Two-Eyed Vision - Gary Weissmann: Tapping into the Roots of My Approaches to Geoscience - Vincent Werito: Education as Our Horse: On the Path to Critical Consciousness - Katya Crawford: Roots: A Personal Cartography of Values and Teaching - The Tensions and Contradictions of Culture and Its Influence on Teaching - Leslie Oakes: A Mixed-Up History, a Divided Heart - MJR Montoya: Keeping Contradictions as a Teaching Tool: Cultural Intelligence in Content and in Practice - Kersti Tyson: Relearning Inquiry, Unlearning Judgment: The Autobiography of a Curious Girl - Susan Diana Longerbeam: Finding Community Within White Distance - In Service to Students: Developing New Ways to Teach - Alicia Fedelina Chávez: Lessons from My Family: Understanding College Teaching Through Cultural Introspection - Matías Fontenla : Teaching Development - Gary Smith: Transformed by the Learners - From Oppression for Difference to Empowering Through Teaching - R. A. Kashanipour: Family and Geopolitics in a Culturally Alienated Society - Ricardo Guthrie: Being Multicultural Is Not a Luxury: A Strategy for Teaching and Learning in a Racist Society - T. Mark Montoya: Rage, Courage, Encourage: Citizenship in the College Classroom - Carissa Tsosie: Intersectioning Indigenous Teaching Practices and Critical Pedagogy in an Academic Classroom - The Strength of Cultural Values and Their Influence on Teaching - K. Maria D. Lane: Pros and Cons of a Cosmopolitan Classroom - Robert Neustadt: Running from Religion: Finding my Reconstructionist Academic Culture - Robin Minthorn: Strengthening Our Teaching by Honoring Our Culture - Laura Sujo-Montes: The Power of Identity - Susan Diana Longerbeam/Alicia Fedelina Chávez: Developing a Culturally Introspective Practice - Susan Diana Longerbeam/Alicia Fedelina Chávez: Reflecting into the Future.
«The focus of this valuable anthology is exciting and long overdue. These compelling and courageous autobiographical stories offer useful insights and understandings, inviting readers into a state of self-reflection while also strengthening their ability to teach effectively across cultural lines. Highly recommended.» (Ann Todd Jealous, Co-author/Co-editor of
Combined Destinies: Whites Sharing Grief About Racism)
«The writers of these personal accounts tug at the intricate threads of their cultural backgrounds, gently pulling them through into the light of their own educational practices to see what can be found there. And what they find is that in coming to know the presence of their cultural roots in their teaching, they see themselves and students through a new lens.» (Linda K. Shadiow, Author of
What Our Stories Teach Us: A Guide to Critical Reflection for College Faculty)
«In this important and scrupulously edited book, Alicia Fedelina Chávez and Susan Diana Longerbeam, along with their contributors - drawn from multiple disciplines - argue passionately and thoughtfully for the centrality of putting a strengths-based approach into our teaching in today's multicultural and multi-ethnic classrooms. The path they advocate is one that eschews performance, skillful lecturing, and disembodied teaching but rather honors the teacher bringing into the learning context her/his whole self - culture, identity, ideals, and assumptions - and encouraging the students to do the same. Introspection is critical to this approach for it can help the teacher or students 'discover the depth of culture, its beauty and origin, and the roots of [one's] previously unearthed strengths, failings, and biases.' This persuasive anthology will be of interest to those involved in education at all levels, especially in higher education; it is an essential book for those involved in working with student teachers. Embracing the message of
Going Inward could well transform teaching.» (Andrew Garrod, Professor Emeritus of Education, Dartmouth College; Co-editor of
Growing Up Muslim: Muslim College Students in America Tell Their Life Stories; First Person, First Peoples: Native American College Graduates Tell Their Life Stories; Balancing Two Worlds: Asian American College Students Tell Their Life Stories; Mi Voz, Mi Vida: Latino College Students Tell Their Life Stories; Mixed: Multiracial College Students Tell Their Life Stories; Souls Looking Back: Life Stories of Growing up Black; and
Crossing Customs: International Students Write on U.S. College Life and Culture)
«
Going Inward should be essential reading for anyone genuinely interested in the humane aspects of teaching in the university classroom. Regardless of field of study or instruction, this collection provides the theoretical and rhetorical framework for a discussion of a new, introspective pedagogy. Encouraging instructors to turn inward, to consider the individual lived experiences and cultural backgrounds from which they spring, to inform how they teach and how they are perceived by those they teach, the essays in this collection provide examples of how to embrace and explore, rather than avoid and deny, the individual lived lives of university professors and the students they stand before. This collection is a call for a new kind of teaching, one that is informed by introspection and that encourages instructors and students alike to embrace the individual, complex, yet informing and essential, cultural, historical, and personal backgrounds from which they come. This collection is not only important for individual college or university instructors, it should also be the beginning of a conversation that can encourage a more introspective
Susan Diana Longerbeam (PhD, college student personnel, University of Maryland) is Associate Professor in the Department of Educational and Counseling Psychology, Counseling, and College Student Personnel at the University of Louisville. Dr. Longerbeam publishes in culture and college teaching, campus climate, and student success in higher education.
Alicia Fedelina Chávez (PhD, higher education/policy studies, University of Arizona) is Associate Professor in the Department of Teacher Education, Educational Leadership and Policy at the University of New Mexico. Dr. Chávez publishes in culture and college teaching as well as on identity and leadership.
Über den Autor
Susan Diana Longerbeam (PhD, college student personnel, University of Maryland) is Associate Professor in the Department of Educational and Counseling Psychology, Counseling, and College Student Personnel at the University of Louisville. Dr. Longerbeam publishes in culture and college teaching, campus climate, and student success in higher education.
Alicia Fedelina Chávez (PhD, higher education/policy studies, University of Arizona) is Associate Professor in the Department of Teacher Education, Educational Leadership and Policy at the University of New Mexico. Dr. Chávez publishes in culture and college teaching as well as on identity and leadership.
Inhaltsverzeichnis
Contents: Susan Diana Longerbeam/Alicia Fedelina Chávez: From Cultural Story to Teaching Insight ¿ Susan Diana Longerbeam/Alicia Fedelina Chávez: Place, Tension, Service, Difference, and Strength: How Culture Influences Teaching - Faculty Culture and Teaching Autobiographies - The Strength of Place and Its Influence on Teaching ¿ Melissa Birkett Greene: NXSW: Cultural Legacies in Education ¿ Judith A. Montoya: A Discovery Process: Identifying My Multicultural Roots ¿ Jean Ann Foley: One Way Interrupted by Two-Eyed Vision ¿ Gary Weissmann: Tapping into the Roots of My Approaches to Geoscience ¿ Vincent Werito: Education as Our Horse: On the Path to Critical Consciousness ¿ Katya Crawford: Roots: A Personal Cartography of Values and Teaching - The Tensions and Contradictions of Culture and Its Influence on Teaching ¿ Leslie Oakes: A Mixed-Up History, a Divided Heart ¿ MJR Montoya: Keeping Contradictions as a Teaching Tool: Cultural Intelligence in Content and in Practice ¿ Kersti Tyson: Relearning Inquiry, Unlearning Judgment: The Autobiography of a Curious Girl ¿ Susan Diana Longerbeam: Finding Community Within White Distance - In Service to Students: Developing New Ways to Teach ¿ Alicia Fedelina Chávez: Lessons from My Family: Understanding College Teaching Through Cultural Introspection ¿ Matías Fontenla : Teaching Development ¿ Gary Smith: Transformed by the Learners - From Oppression for Difference to Empowering Through Teaching ¿ R. A. Kashanipour: Family and Geopolitics in a Culturally Alienated Society ¿ Ricardo Guthrie: Being Multicultural Is Not a Luxury: A Strategy for Teaching and Learning in a Racist Society ¿ T. Mark Montoya: Rage, Courage, Encourage: Citizenship in the College Classroom ¿ Carissa Tsosie: Intersectioning Indigenous Teaching Practices and Critical Pedagogy in an Academic Classroom - The Strength of Cultural Values and Their Influence on Teaching ¿ K. Maria D. Lane: Pros and Cons of a Cosmopolitan Classroom ¿ Robert Neustadt: Running from Religion: Finding my Reconstructionist Academic Culture ¿ Robin Minthorn: Strengthening Our Teaching by Honoring Our Culture ¿ Laura Sujo-Montes: The Power of Identity ¿ Susan Diana Longerbeam/Alicia Fedelina Chávez: Developing a Culturally Introspective Practice ¿ Susan Diana Longerbeam/Alicia Fedelina Chávez: Reflecting into the Future.
Klappentext
Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one¿s own. The integrated design of the book¿s three parts ¿ cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice ¿ makes this book helpful to teaching faculty and academic administrators.
