Journal Article

Re-examining the Delivery of a Diversity Course in the 21st

Frederick, Rona M, View, Jenice L

2010

Overview

The purpose of this article was to examine the experiences of two teacher educators as they taught courses focused on race, class, gender and disability. Utilizing culturally responsive theory as a framework, both teacher educators collaboratively explored their experiences in teaching classes intentionally designed to transform thinking. As a sub question they were interested in what activities influenced student thinking throughout the courses. Data were collected from two different courses. Data sources included pre- and post-surveys, informal interviewing to gain a sense of student's understandings, and journal writings, as well as observational data collected in order to capture pivotal moments throughout the course. The authors found that through the arts, students were able to develop deeper understandings of issues related to race, class and gender. In addition, students began to recognize the important role that race and racism played in their lives and the lives of their students. Second, more attention must be paid towards grounding diversity courses in history in order to counter present day notions of \"colorblindness\". Finally, explicit instruction for those students of color who enter into the course with varying levels of consciousness must be considered in order to address student concerns that are not formally address in an introductory level diversity course. Adapted from the source document.

• Subject: Courses / Cultural Pluralism / Humanities / Race / Racism / Sex / Students / Teachers / Teaching