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Chakravarty, Debjani – Teaching & Learning Inquiry, 2019
In this article I analyze the way "globalization" is deployed in US universities as a value addition. I explore issues of teaching about the global "Other," the "third world," and other unfamiliar, objectified spaces. Through critical discourse analysis of syllabi, I outline some representational and pedagogical…
Descriptors: Teaching Methods, Global Approach, Universities, Discourse Analysis
Wright, Almeda – Teaching Theology & Religion, 2019
This article wrestles with the question "whose voice counts?" as an entrĂ©e into a discussion of the challenges students encounter in learning to value different epistemologies and that professors encounter in attempting to teach for inclusion of voices. The essay reflects on an experience teaching a graduate seminar on gender and…
Descriptors: Gender Differences, Power Structure, Graduate Students, Epistemology
Tomalin, Marcus – History of Education, 2011
This article reconsiders the way in which the French language was taught in British schools from 1780 to 1830. In particular, it is shown that (contrary to recent claims) the use of recitation- and conversation-based techniques, as opposed to rule-based grammatical learning, persisted well into the 1820s, both in influential pedagogic textbooks…
Descriptors: Textbooks, French, Public Education, Teaching Methods
Students' Stereotypes of Professors: An Exploration of the Double Violations of Ethnicity and Gender
Anderson, Kristin J. – Social Psychology of Education: An International Journal, 2010
This study examined students' stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response…
Descriptors: Ethnicity, Teaching Styles, Teacher Characteristics, Stereotypes
Sweet, Stephen; Baker, Kimberly M. – Teaching Sociology, 2011
This article describes and assesses two learning modules designed to make students aware of gender and racial inequalities present in their own intended careers. Students identify their intended occupation in respect to the Standard Occupational Classification system and then use that code to determine the composition and earnings in that…
Descriptors: Learning Modules, Student Attitudes, Racial Composition, Disproportionate Representation