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Teaching to Transform: From Volatility to Solidarity in an Interdisciplinary Family Studies Classroom *
Author(s) -
Allen Katherine R.,
FloydThomas Stacey M.,
Gillman Laura
Publication year - 2001
Publication title -
family relations
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 87
eISSN - 1741-3729
pISSN - 0197-6664
DOI - 10.1111/j.1741-3729.2001.00317.x
Subject(s) - xenophobia , transformative learning , solidarity , heterosexism , social justice , racism , disadvantaged , pedagogy , sociology , multiculturalism , authentic learning , consciousness raising , multicultural education , teaching method , psychology , gender studies , political science , social science , homosexuality , politics , law
Teaching about multicultural families and the xenophobia (e.g., racism, sexism, heterosexism) they experience can be volatile. We describe a transformative experience in an interdisciplinary course on families that we team taught. We deconstruct student reactions to the course content and grading and describe the pedagogy of possibility we created to encourage students' ability to embrace our social justice goal. We offer four pedagogical implications regarding interdisciplinary perspectives, collaborative teaching teams, reconstructing authority, and enacting social justice.