Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.31232
Jt Torres
The following discourse analysis examines the ways open-ended feedback, defined as dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. Data come from a Writing in the Major course at a large land-grant institution in the Pacific Northwest. Students’ written essays and reflections, both with teacher feedback included, were collected along with interviews with both students and teachers. Analysis focused on instances of interdiscursivity, when students incorporated their teachers’ discourse into their revisions and reflections. The study suggests that open-ended feedback promotes opportunities for co-regulation and metacognition when students become active agents in the assessment process.
{"title":"Feedback as Open-Ended Conversation: Inviting Students to Co-Regulate and Metacognitively Reflect During Assessment","authors":"Jt Torres","doi":"10.14434/josotl.v22i1.31232","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.31232","url":null,"abstract":"The following discourse analysis examines the ways open-ended feedback, defined as dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. Data come from a Writing in the Major course at a large land-grant institution in the Pacific Northwest. Students’ written essays and reflections, both with teacher feedback included, were collected along with interviews with both students and teachers. Analysis focused on instances of interdiscursivity, when students incorporated their teachers’ discourse into their revisions and reflections. The study suggests that open-ended feedback promotes opportunities for co-regulation and metacognition when students become active agents in the assessment process.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88960097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.31203
Heather M. Manitzas Hill, Jennifer Zwahr, Antonio Gonzalez, III
Beliefs about conducting research and completing major projects, such as master’s theses and dissertations, suggest that previous experience, guidance from a mentor, and cohesive teams are particularly important in boosting the confidence to conduct research in graduate students (research self-efficacy). Although these factors are also thought to be important for undergraduate students, much less is known about undergraduate interest in research and beliefs about conducting research. The purpose of the current study was to investigate the research self-efficacy of undergraduate students attending a minority- and first-generation-serving liberal arts institution. Over 500 undergraduate students attending a small private university in south Texas completed surveys regarding their interest in conducting research, research self-efficacy, and various research experiences. Seventy-one percent were female, 37% were freshman, and 58% majored in the Humanities and Social Sciences. Fifty-four present had never had a research experience other than completing a survey, whereas 17% had completed two or more research experiences. Greater interest in research was associated with higher levels of research self-efficacy. Students reporting research experiences were confident in their abilities to conduct research overall. Students with two or more experiences reported significantly higher levels of interest in research and research self-efficacy than students who had less or no experience. Qualitative analyses elucidated reasons for the observed differences. The results reinforce the need to expose undergraduate students to research across classes and disciplines and suggest participation in research pools can develop interest and beliefs about research.
{"title":"Evaluating Research Self-Efficacy in Undergraduate Students: Experience Matters","authors":"Heather M. Manitzas Hill, Jennifer Zwahr, Antonio Gonzalez, III","doi":"10.14434/josotl.v22i1.31203","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.31203","url":null,"abstract":"Beliefs about conducting research and completing major projects, such as master’s theses and dissertations, suggest that previous experience, guidance from a mentor, and cohesive teams are particularly important in boosting the confidence to conduct research in graduate students (research self-efficacy). Although these factors are also thought to be important for undergraduate students, much less is known about undergraduate interest in research and beliefs about conducting research. The purpose of the current study was to investigate the research self-efficacy of undergraduate students attending a minority- and first-generation-serving liberal arts institution. Over 500 undergraduate students attending a small private university in south Texas completed surveys regarding their interest in conducting research, research self-efficacy, and various research experiences. Seventy-one percent were female, 37% were freshman, and 58% majored in the Humanities and Social Sciences. Fifty-four present had never had a research experience other than completing a survey, whereas 17% had completed two or more research experiences. Greater interest in research was associated with higher levels of research self-efficacy. Students reporting research experiences were confident in their abilities to conduct research overall. Students with two or more experiences reported significantly higher levels of interest in research and research self-efficacy than students who had less or no experience. Qualitative analyses elucidated reasons for the observed differences. The results reinforce the need to expose undergraduate students to research across classes and disciplines and suggest participation in research pools can develop interest and beliefs about research.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88984847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.30735
Lori L. Britt, T. Ball, Toni S Whitfield, Chang Wan Woo
As advanced classroom technologies are developed, more higher education institutions are building innovative classrooms. Previous studies have focused on students’ academic performances in innovative classrooms, but few compared students experienced between traditional and innovative classrooms. In comparing observations and self-reports of students taking similar classes in both traditional classrooms and innovative classrooms, we found that students in an innovative classroom were more satisfied with the classroom environment, sensed more community in innovative classrooms, and perceived these classrooms as more appropriate for their courses.
{"title":"Students’ Perception of the Classroom Environment: A Comparison between Innovative and Traditional Classrooms","authors":"Lori L. Britt, T. Ball, Toni S Whitfield, Chang Wan Woo","doi":"10.14434/josotl.v22i1.30735","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.30735","url":null,"abstract":"As advanced classroom technologies are developed, more higher education institutions are building innovative classrooms. Previous studies have focused on students’ academic performances in innovative classrooms, but few compared students experienced between traditional and innovative classrooms. In comparing observations and self-reports of students taking similar classes in both traditional classrooms and innovative classrooms, we found that students in an innovative classroom were more satisfied with the classroom environment, sensed more community in innovative classrooms, and perceived these classrooms as more appropriate for their courses.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81292345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.31187
Emily Spitzman, A. Balconi, Gia Renaud, J. Ingle, Andrea Cayson
Abstract: It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes.
{"title":"Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation","authors":"Emily Spitzman, A. Balconi, Gia Renaud, J. Ingle, Andrea Cayson","doi":"10.14434/josotl.v22i1.31187","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.31187","url":null,"abstract":"Abstract: It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes. \u0000 \u0000 ","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78056603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.29129
Melissa J. Stacer, L. Moll, Monica Solinas-Saunders
Because correctional facilities are closed environments, perceptions are largely informed by the media. Tours of correctional facilities can be utilized to expose students to the reality of corrections. We explored the impact of media on students’ perceptions using Experiential Learning Theory and Cultivation Theory. Perceptions of inmates and corrections held by undergraduate students prior to correctional facility tours and how these perceptions compared to their actual experiences were examined utilizing survey data and reflective essays. Students pointed to the media as a major source of their information about corrections. While most students commented about the differences in what they observed and what they expected, a few students noted similarities. These findings indicate the important role the media plays in shaping student perceptions and how experiential learning opportunities can counteract stereotypes.
{"title":"Student Perceptions of Corrections: The Influence of Media and Correctional Facility Tours","authors":"Melissa J. Stacer, L. Moll, Monica Solinas-Saunders","doi":"10.14434/josotl.v22i1.29129","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.29129","url":null,"abstract":"Because correctional facilities are closed environments, perceptions are largely informed by the media. Tours of correctional facilities can be utilized to expose students to the reality of corrections. We explored the impact of media on students’ perceptions using Experiential Learning Theory and Cultivation Theory. Perceptions of inmates and corrections held by undergraduate students prior to correctional facility tours and how these perceptions compared to their actual experiences were examined utilizing survey data and reflective essays. Students pointed to the media as a major source of their information about corrections. While most students commented about the differences in what they observed and what they expected, a few students noted similarities. These findings indicate the important role the media plays in shaping student perceptions and how experiential learning opportunities can counteract stereotypes.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"s3-8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90846425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.31185
Michael E. Houdyshell, J. Sughrue, H. Aydin, Douglas E. Carothers
As universities attempt to integrate academic research into meaningful real-world application, faculty are encouraged to improve, understand, and collaborate on instruction and scholarship. Boyer’s writings on the topic in Scholarship Reconsidered: Priorities of the Professoriate attempted to engage faculty in this pursuit. One College of Education explored Boyer’s model through faculty participation in a Professional Learning Community (PLC). Using a qualitative case study including a review of documents and faculty focus groups, the researchers studied how faculty were able to infuse components of Boyer’s Scholarship Reconsidered in their work. Findings pointed to enhanced understanding of Boyer’s writings by faculty, but did not result in increased incorporation of his ideas into practice during the PLC. The researchers concluded that improvements in the leadership, design, and application of the PLC could facilitate faculty participation in a PLC and could result in increased engagement and application of Boyer’s writings in their work. Keywords: Boyer’s Scholarship Reconsidered, professional learning communities, higher education
{"title":"Is Boyer’s Scholarship Reconsidered Still Relevant: A Case study of a College-Wide Professional Learning Community","authors":"Michael E. Houdyshell, J. Sughrue, H. Aydin, Douglas E. Carothers","doi":"10.14434/josotl.v22i1.31185","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.31185","url":null,"abstract":"As universities attempt to integrate academic research into meaningful real-world application, faculty are encouraged to improve, understand, and collaborate on instruction and scholarship. Boyer’s writings on the topic in Scholarship Reconsidered: Priorities of the Professoriate attempted to engage faculty in this pursuit. One College of Education explored Boyer’s model through faculty participation in a Professional Learning Community (PLC). Using a qualitative case study including a review of documents and faculty focus groups, the researchers studied how faculty were able to infuse components of Boyer’s Scholarship Reconsidered in their work. Findings pointed to enhanced understanding of Boyer’s writings by faculty, but did not result in increased incorporation of his ideas into practice during the PLC. The researchers concluded that improvements in the leadership, design, and application of the PLC could facilitate faculty participation in a PLC and could result in increased engagement and application of Boyer’s writings in their work. \u0000Keywords: Boyer’s Scholarship Reconsidered, professional learning communities, higher education","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89439724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.30983
Ziqian Zhou
This paper analyses a set of widely held beliefs concerning our understanding and teaching of critical thinking, a notion which is increasingly adopted by universities as their main educational goal. Existing scholarship on critical thinking throws up a vast heterogeneous collection of definitions of critical thinking. I propose a ‘meta-definition’ of critical thinking—or, what I call the cluster concept of critical thinking—to show that there is unity in an otherwise messy conceptual terrain. A second aim of this paper is to offer a plea for the intellectual virtues in general and that of humility in particular as a means of fostering critical thinking. This paper concludes by presenting a series of pedagogical implications for instructors in tertiary education in the business of designing modules that aim to promote critical thinking.
{"title":"Critical Thinking: Two Theses from the Ground Up","authors":"Ziqian Zhou","doi":"10.14434/josotl.v22i1.30983","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.30983","url":null,"abstract":"This paper analyses a set of widely held beliefs concerning our understanding and teaching of critical thinking, a notion which is increasingly adopted by universities as their main educational goal. Existing scholarship on critical thinking throws up a vast heterogeneous collection of definitions of critical thinking. I propose a ‘meta-definition’ of critical thinking—or, what I call the cluster concept of critical thinking—to show that there is unity in an otherwise messy conceptual terrain. A second aim of this paper is to offer a plea for the intellectual virtues in general and that of humility in particular as a means of fostering critical thinking. This paper concludes by presenting a series of pedagogical implications for instructors in tertiary education in the business of designing modules that aim to promote critical thinking.\u0000 ","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90638431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.14434/josotl.v22i1.30888
Jason K. McDonald, Esther Michela
In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors’ abilities to offer critiques. To investigate these issues we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants’ self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques, and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.
{"title":"“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques","authors":"Jason K. McDonald, Esther Michela","doi":"10.14434/josotl.v22i1.30888","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.30888","url":null,"abstract":"In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors’ abilities to offer critiques. To investigate these issues we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants’ self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques, and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84545390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-10DOI: 10.14434/josotl.v21i4.32673
Rebecca A Kuehl
The question I analyze in this case study is how might one use civic engagement to foster campus/community relationships in this polarized era? I describe a teaching challenge in intercultural communication. Students have consistently reported that they arrive to this university from rural, majority-White communities where they have not experienced opportunities to communicate with culturally diverse groups. To address this challenge, I developed a semester-long assignment that provides a structured partnership between students in my Intercultural Communication course and campus co-cultural student groups. To assess this assignment’s benefit to the pedagogy surrounding polarization across cultural differences, I qualitatively analyzed themes in students’ reflection papers (N = 128 papers) from the last five sections of the course (2016–2020). Students addressed how these partnerships helped them develop (1) intercultural competence, (2) acceptance or appreciation through allyship, and (3) curiosity about other cultures. I conclude with implications, including how colleagues might use this assignment in other rural, land-grant public university settings.
{"title":"Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity","authors":"Rebecca A Kuehl","doi":"10.14434/josotl.v21i4.32673","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32673","url":null,"abstract":"The question I analyze in this case study is how might one use civic engagement to foster campus/community relationships in this polarized era? I describe a teaching challenge in intercultural communication. Students have consistently reported that they arrive to this university from rural, majority-White communities where they have not experienced opportunities to communicate with culturally diverse groups. To address this challenge, I developed a semester-long assignment that provides a structured partnership between students in my Intercultural Communication course and campus co-cultural student groups. To assess this assignment’s benefit to the pedagogy surrounding polarization across cultural differences, I qualitatively analyzed themes in students’ reflection papers (N = 128 papers) from the last five sections of the course (2016–2020). Students addressed how these partnerships helped them develop (1) intercultural competence, (2) acceptance or appreciation through allyship, and (3) curiosity about other cultures. I conclude with implications, including how colleagues might use this assignment in other rural, land-grant public university settings.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87338468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.14434/josotl.v21i4.33167
N. Anderson
This paper provides an analysis of the effects anti-Black violence have had on the return of Black colleagues (administrators, faculty, and staff) to higher education after the the 2020 murder of African American citizen George Floyd at the hands of now former Minneapolis police officers. Riffing off of R&B singer Beyoncé Knowles-Carter’s song of return, “Find Your Way Back” and using it as a loose organizational rubric—each section is titled from the song’s lyrics—I ask what answers we might find between return and resignation. The analysis starts with the question of return: How in the hell do Black colleagues return to the university after a collective trauma? The essay centralizes the concerns of Black colleagues in higher education, positioning us between resignation and return. It seeks to consider (pending a return) to what are we returning. To explore this liminal dilemma—resignation or return—the essay will trace the lineage of racism located in higher education to slavery and the violent exclusion of African Americans from gaining access to knowledge. Briefly tracing American education’s lineage to White supremacy, I aim to frame our possible return against an institution that parodies its paternal line. The essay will show that the racism characteristic of American history morphed into an insidious, invisible source of oppression termed microaggressions. To address the consequences of racial microaggressions, I draw on psychotherapeutic clinical research on the effects of racial microaggressions on Black workers. Mirroring clinicians’ approach to addressing the race-based problems of higher education, I call on the Black feminist scholar Audre Lorde’s notion of “the erotic” as a spiritual power source. I look at how Lorde explored Black psychology and trauma within higher education in her poem “Blackstudies.” Mining this and her other triumphant essay “Uses of the Erotic: The Erotic as Power,” I look to establish “the erotic” as a comparable counterpunch to microaggressions in higher education.
本文分析了2020年非裔美国公民乔治·弗洛伊德(George Floyd)被前明尼阿波利斯警察杀害后，反黑人暴力对黑人同事(行政人员、教职员工)重返高等教育的影响。我翻唱了R&B歌手碧昂斯·克莱尔·诺尔斯-卡特的回归之歌《Find Your Way Back》，并将其作为一个松散的组织大纲——每一部分的标题都取自歌曲的歌词——我想知道，在回归和放弃之间，我们能找到什么答案。分析从回归问题开始:黑人同事在遭受集体创伤后，究竟是如何回到大学的?这篇文章集中了高等教育中黑人同事的担忧，将我们置于辞职和回归之间。它寻求考虑(在回归之前)我们回归的东西。为了探索这种极限困境——辞职还是回归——这篇文章将追溯高等教育中的种族主义的血统，追溯到奴隶制和暴力排斥非裔美国人获得知识的机会。我简要地追溯了美国教育与白人至上主义的渊源，目的是将我们可能的回归与一个模仿父系的机构进行对比。这篇文章将展示美国历史上的种族主义特征演变成一种被称为微侵略的阴险的、看不见的压迫来源。为了解决种族微侵犯的后果，我借鉴了关于种族微侵犯对黑人工人影响的心理治疗临床研究。与临床医生解决高等教育中基于种族的问题的方法一样，我引用了黑人女权主义学者奥德丽·洛德(Audre Lorde)关于“情色”是一种精神力量来源的概念。我看洛德如何在她的诗“黑人研究”中探索高等教育中的黑人心理和创伤。挖掘这篇文章和她另一篇成功的文章《情色的使用:情色作为力量》，我希望将“情色”作为一种可与高等教育中的微侵犯相媲美的反击手段。
{"title":"Find Your Way Back: Black Colleagues Return to the Erotic","authors":"N. Anderson","doi":"10.14434/josotl.v21i4.33167","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.33167","url":null,"abstract":"This paper provides an analysis of the effects anti-Black violence have had on the return of Black colleagues (administrators, faculty, and staff) to higher education after the the 2020 murder of African American citizen George Floyd at the hands of now former Minneapolis police officers. Riffing off of R&B singer Beyoncé Knowles-Carter’s song of return, “Find Your Way Back” and using it as a loose organizational rubric—each section is titled from the song’s lyrics—I ask what answers we might find between return and resignation. The analysis starts with the question of return: How in the hell do Black colleagues return to the university after a collective trauma? The essay centralizes the concerns of Black colleagues in higher education, positioning us between resignation and return. It seeks to consider (pending a return) to what are we returning. To explore this liminal dilemma—resignation or return—the essay will trace the lineage of racism located in higher education to slavery and the violent exclusion of African Americans from gaining access to knowledge. Briefly tracing American education’s lineage to White supremacy, I aim to frame our possible return against an institution that parodies its paternal line. The essay will show that the racism characteristic of American history morphed into an insidious, invisible source of oppression termed microaggressions. To address the consequences of racial microaggressions, I draw on psychotherapeutic clinical research on the effects of racial microaggressions on Black workers. Mirroring clinicians’ approach to addressing the race-based problems of higher education, I call on the Black feminist scholar Audre Lorde’s notion of “the erotic” as a spiritual power source. I look at how Lorde explored Black psychology and trauma within higher education in her poem “Blackstudies.” Mining this and her other triumphant essay “Uses of the Erotic: The Erotic as Power,” I look to establish “the erotic” as a comparable counterpunch to microaggressions in higher education.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84596458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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