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When teaching about race, instructors from various backgrounds must acknowledge the challenges surrounding the topic while facilitating the learning of undergraduate and graduate students. This guide presents wisdom from the frontlines of teaching to help all instructors engage more fully and effectively with contentious topics.
Table des matières
Foreword.
Melody T. Fisher, Mississippi State UniversityIntroduction.
George L. Daniels, The University of Alabama, and Robin Blom, Ball State UniversityPart I: Structural Changes
Chapter 1. Radically Transforming Programs and Syllabi,
Danielle K. Kilgo, University of MinnesotaChapter 1 Perspective. Creating Spaces of Collective Unlearning,
Angie Chuang, University of ColoradoChapter 2. Incorporating a Critique of Coloniality,
Ilía Rodríguez, University of New MexicoChapter 2 Perspective. Teaching Race within an Intersectionality Framework,
Nathian S. Rodriguez, San Diego State UniversityChapter 3. Committing to Excellence in Diversity and Accreditation,
Mia Moody-Ramirez, Baylor UniversityChapter Perspective 3. Teaching Diversity at HBCUs Requires a Deeper Dive,
Robbie R. Morganfield, North Carolina A&T State UniversityPart II: Positionality in the Classroom
Chapter 4. When the Lecturer Is a Minority,
Alfred J. Cotton III, University of CincinnatiChapter 4 Perspective. When the Lecturer Is Biracial or Multiracial,
Elliott Lewis, Syracuse UniversityChapter 5. When the Lecturer Is a Majority
Brian J. Bowe, The American University in CairoChapter 5 Perspective. When the Majority Lecturer Is in the Minority,
Gregory Adamo, Morgan State UniversityChapter 6. When the Lecturer Is International,
Masudal K. Biswas, Loyola University MarylandChapter 6 Perspective. When the Lecturer Is from a Different Culture,
Mariam F. Alkazemi, Virginia Commonwealth UniversityPart III: Guidance and Mentorship
Chapter 7. Teaching Diversity in Immersive Learning Courses,
Gabriel B. Tait, Ball State UniversityChapter 7 Perspective. Cultural Understanding of Diverse Communities,
Aqsa Bashir, University of FloridaChapter 8. Diversity Issues in Campus Newsrooms and Agencies,
Tamara Z. Buck, Southeast Missouri State UniversityChapter 8 Perspective. Covering Race Panic Stories and Diversity Flare-Ups,
Cristina L. Azocar, San Francisco State UniversityChapter 9. Embracing a Pedagogy of Pain,
Meta G. Carstarphen, The University of OklahomaChapter 9 Perspective. Confronting Color-Blindness,
Keonte Coleman, Middle Tennessee State UniversityChapter 10. Guiding Research in Issues of Diversity and Difference,
Troy Elias, University of OregonChapter 10 Perspective. Mentoring Students of Color,
Maria De Moya, DePaul UniversityAfterword. Of Insurrection, Injustice, and a Racial Reckoning,
Deb Aikat, University of North Carolina at Chapel HillAppendix I.
ACEJMC Standard 2: Curriculum and Instruction
Appendix II.
ACEJMC Standard 4: Diversity and Inclusiveness
Index
About the Editors and Contributors
A propos de l'auteur
George L. Daniels is associate professor of journalism and creative media at The University of Alabama. He is immediate past head of the AEJMC Minorities and Communication Division and is a nationally certified master journalism educator (MJE) and the inaugural Faculty Fellow for Diversity & Inclusion for the Broadcast Education Association.Robin Blom is associate professor and graduate director of journalism at Ball State University. He is director of the Unified Research Lab (URL), where he facilitates eye-tracking, virtual reality, psycho-physiology, and gaming studies with more than a dozen faculty and student researchers. George L. Daniels is associate professor of journalism and creative media at The University of Alabama. He is immediate past head of
Résumé
When teaching about race, instructors from various backgrounds must acknowledge the challenges surrounding the topic while facilitating the learning of undergraduate and graduate students. This guide presents wisdom from the frontlines of teaching to help all instructors engage more fully and effectively with contentious topics.
