Going Inward

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.

Autorentext

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.

Inhalt

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.