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

• Authors: Dominique C. Hill
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

vulnerability; critical performance pedagogy; autoethnography; black femininity; teacher reflexivity

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2014
• Volume: 5
• Issue: 2
• Pages: 161-181

Dates

published

2014-12-01

online

2014-11-25

Contributors

author

Dominique C. Hill

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

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Identifiers

DOI

10.2478/jped-2014-0008