<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This autoethnographic essay shares my experience as a teaching assistant, desiring to be more self aware of how my race informed my pedagogy in the classroom. Set in „Race and Cultural Diversity,“ an advanced undergrad writing course, I examine my commitments to racial and social justice within classroom happenings. Using critical performance pedagogy, this study explores my identity performance to identify and create effective strategies that further dialogue on the often charged and sensitive topic of race. Moreover, this essay reveals what I learned about myself and clarified my teaching/learning philosophy.</p></abstract>

This autoethnographic essay shares my experience as a teaching assistant, desiring to be more self aware of how my race informed my pedagogy in the classroom. Set in „Race and Cultural Diversity,“ an advanced undergrad writing course, I examine my commitments to racial and social justice within classroom happenings. Using critical performance pedagogy, this study explores my identity performance to identify and create effective strategies that further dialogue on the often charged and sensitive topic of race. Moreover, this essay reveals what I learned about myself and clarified my teaching/learning philosophy.

A vulnerable disclosure: Dangerous negotiations of race and identity in the classroom

Heanon Wilkins Fellow & Visiting Assistant Professor Miami University Department of Educational Leadership 304 McGuffey Hall Oxford 513-523-2676 Oxford

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This autoethnographic essay shares my experience as a teaching assistant, desiring to be more self aware of how my race informed my pedagogy in the classroom....

A vulnerable disclosure: Dangerous negotiations of race and identity in the classroom

Online veröffentlicht: 25. Nov. 2014

Seitenbereich: 161 - 181

DOI: https://doi.org/10.2478/jped-2014-0008

Schlüsselwörter
vulnerability, critical performance pedagogy, autoethnography, black femininity, teacher reflexivity

© by Dominique C. Hill

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

A vulnerable disclosure: Dangerous negotiations of race and identity in the classroom

Online veröffentlicht: 25. Nov. 2014

Seitenbereich: 161 - 181

DOI: https://doi.org/10.2478/jped-2014-0008

Schlüsselwörtervulnerability, critical performance pedagogy, autoethnography, black femininity, teacher reflexivity

© by Dominique C. Hill

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
vulnerability, critical performance pedagogy, autoethnography, black femininity, teacher reflexivity