Transforming Classroom Culture is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings - private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource for effective pedagogy, and dilemmas and outcomes of student-faculty engagement in the classroom.

Lays bare the excitement, struggles, challenges, and minefields that faculty of diverse backgrounds encounter as they teach in classrooms that are both mixed and homogenous The volume documents the wide array of strategies that faculty of color devise in order to develop productive learning encounters in racially homogeneous institutions where they may be the only visible representative of diversity in the classroom In many of the book's chapters, contributors provide important insights into the ways that teaching can be affected by the demoralizing impact of invisibility and/or hypervisibility that can occur when these faculty engage in departmental, college, and university wide committees and institutional initiatives The collection presents collaboration as a powerful tool for the promotion of reflective teaching practice, and the advancement of student learning; it demonstrates as well that collegial conversations and critical reflection can produce significant contributions to the scholarship of inclusive teaching

Autorentext

Arlene Dallalfar is Associate Professor of Anthropology and Gender Studies at Lesley University, USA.

Esther Kingston-Mann is Professor of History and Roy J. Zuckerberg Chair at the University of Massachusetts, Boston, USA.

R. Timothy Sieber is Professor of Anthropology at the University of Massachusetts, Boston, USA.

Klappentext

Transforming Classroom Culture is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings - private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource for effective pedagogy, and dilemmas and outcomes of student-faculty engagement in the classroom.

Zusammenfassung
Transforming Classroom Culture is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings - private and public, racially homogeneous and diverse.

Inhalt
Foreword: Microcosms of Hope: Foreword; *H.Jones

• Introduction: Faculty Collaboration and Transformative Pedagogical Practice; T.Sieber , E.Kingston-Mann & *A.Dallalfar
• The Institutional Context of Innovation and Change
  Academic integrity and Academic Inclusion: The Mission of the 'Outsider Within'; *E.Kingston-Mann
• A History Lived and Lessons Learned: Collaboration, Change, and Teaching Transformation; *T.Sieber
• Pedagogy for the Professoriate: The Personal Meets the Political; *D.Patmon
• PART I: FACULTY IDENTITY AS A RESOURCE FOR EFFECTIVE TEACHING
  Imaging the Spaces between Art and Inclusive Pedagogy; *V.Poey
• Inexplicable Desire, Pedagogical Compulsion: Teaching the Literatures of the Middle East; *R.Srikanth
• Teaching Women's Lives: Feminist Pedagogy and the Sociological Imagination; *A.Dallalfar
• Teaching Art History at an Art School: Making Sense from the Margin; *S.K.Sanyal
• PART II: ENGAGING STUDENTS IN LEARNING
  The Whole Person in Front of Me: Toward a Pedagogy of Empathy and Compassion; *R.A.Robinson
• Teaching Ethics Through Multicultural Lenses; *J.Lucas
• Hearing Students' Silence: Issues of Identity, Performance, and Recognition in College Classrooms; C.Panofsky & *L.Bogad
• Exploring and Exploding the Boundaries of Inclusive Teaching: Social Class Confronts Race and Gender; *P.Brown
• Building Agency through Writing; *M.Jones
• Words Matter: Vocabulary in a Diverse Pre-college-level Writing Class; *R.Pepp