Tag: Fostering Discussion
Lee, N. (2012). Culturally Responsive Teaching for 21st-Century Art Education: Examining Race in a Studio Art Experience. Art Education, 65, 48-53. (PDF)
The first half of this article contains a basic discussion of what race is and how it can affect a classroom environment. The second half then moves on to portray how a teacher can establish both a dialogue and a visual art assignment that helps students articulate their conceptions on race. This article would help professors introduce primary discussions of race into the classroom.
Kerr-Berry, J., Clemente, K., & Risner, D. (2008). The Politics of Gender in Dance Pedagogy. Journal of Dance Education, 8(3), 94-101. (PDF)
In Risner's short article, he focuses on how his own gendered identity affects the classroom environment in his dance classes. He proposes methods of student-directed teaching that decenter his own primacy in the classroom; these pedagogies are similar to conference-based classes that Reed espouses.
Kerr-Berry, J. (2012). Dance Education in an Era of Racial Backlash: Moving Forward as We Step Backwards. Journal of Dance Education, 12(2), 48-53. (PDF)
This article argues against the notion that our nation, and dance education in particular, is post-racial. Kerr-Berry surveys numerous racial problems that continue to plague the field of dance, and proposes that the classroom must be a place free to transgress boundaries. This is helpful as an introduction to current racial issues, and could be circulated to students new to the dance department.
Auerbach, Arthur H. "Teaching Diversity: Using a Multifaceted Approach to Engage Students." PS: Political Science & Politics 45, Issue 3 (July 2012): 516-520. (PDF)
The author of this article details the content and methods he used to teach a political science course on diversity in society. He used inclusive methods in his pedagogy and brought in non-traditional sources to show a variety of perspectives. While this article is based on a political science course, the methods used are applicable to most disciplines.
Sánchez, O., Chism, N. F. D. P., Serafini, K., & Judd, T. (2012). Empowering culturally diverse students within a collaborative learning community: A student perspective. Psychology Learning & Teaching, 11(3), 406-412. (PDF)
In this article, Sánchez et al. offer four simple suggestions for professors to follow in order to empower minority students in their classroom. They then explicate each suggestion in understandable terms. This article is helpful not only for professors just starting their engagement with diversity, but also those who have worked towards inclusivity for a while.
Cherne, B. (2013). Empathy as a Diversity Teaching Tool: A Performance-Based Class in Multicultural Dramatic Literature. Theatre Topics, 23(1), 69-81. (PDF)
This article explores the utility of performance in breaking down negative cultural perceptions and harmful "Othering" effects of minority students. It argues that the performance of theatrical texts outside of the western canon, done sensitively, can lead to a more rich and empathetic understanding between students of varied backgrounds.
O'Brien, C., Kroner, C., & Placier, P. (2015). Deaf Culture and Academic Culture: Cultivating Understanding Across Cultural and Linguistic Boundaries. Journal of Diversity in Higher Education, 8(2), 104-119. (PDF)
This highly theoretical work examines an experimental teaching experience that exposed students to Deaf Culture through the methodology of the Theatre of the Oppressed. This allowed the students to express and discuss misconceptions they have with Deaf people and gain further insight into life as a differently-abled person. This study would be helpful to any Theatre professor who is interested in teaching, discussing, or directing works that include Deaf and differently-abled characters.