English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This study asks, “How do instructors successfully engage students in learning about controversial issues of race without hitting the common tripwires of low trust, stereotyping or racial microaggressions?” To address this question, I conducted a study of two courses on race that were focussed on difficult issues, yet were consistently highly rated by students in evaluations. What I found led me to an emerging theory about how instructors can foster classroom cultures in which learning about race is challenging but edifying and empowering for students. Drawing from data from one course, I show that the instructor does this by establishing and sustaining what I call academic grounding, a mix of academic content and academic culture. This grounding, in turn, allows students to become braver and more empathetic in their learning. I named this process Brave Community to highlight that this dynamic tension between bravery and empathy is integral to meaningful learning about racism in racist societies.

Brave Community: teaching and learning about racism in college