“Or is that just your opinion?“: Incorporating faculty of color into the foundational literature on learner-centered classrooms—A review

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-05-01 DOI:10.1016/j.edurev.2023.100512
Derisa Grant
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Abstract

Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice.

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“或者这只是你的观点吗?”:将有色人种纳入以学习者为中心的课堂基础文献——综述
以学习者为中心的课堂是一种合作学习空间,教师有意将学生的需求、经验和反馈纳入其中,以设计课程目标、材料和评估。本文关注的问题是:关于以学习者为中心的课堂的文献在多大程度上解决了高等教育中有色人种教师独特的教学挑战?通过对以学习者为中心的课堂的基础文献和关于有色人种教师教学经历的学术研究的回顾,以及个人小插曲的结合,作者认为,高等教育中以学习者为主的课堂的学术研究在认识论上排除了有色人种教师,从经验上讲,作为实施以学习者为中心的教学实践的实践者。事实上,文献中关于以学习者为中心的课堂的许多建议与关于有色人种教师的经验、挑战和最佳实践的学术研究直接矛盾。本文最后提出了今后研究和实践的方向。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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