The Role of Cultural Introspection in College Teaching
Advance praise for Going Inward
“In this important and scrupulously edited book, Alicia Fedelina Chávez and Susan Diana Longerbeam, along with their contributors—drawn from multiple disciplines—argue passionately and thoughtfully for the centrality of putting a strengths-based approach into our teaching in today’s multicultural and multi-ethnic classrooms. The path they advocate is one that eschews performance, skillful lecturing, and disembodied teaching but rather honors the teacher bringing into the learning context her/his whole self—culture, identity, ideals, and assumptions—and encouraging the students to do the same. Introspection is critical to this approach for it can help the teacher or students ‘discover the depth of culture, its beauty and origin, and the roots of [one’s] previously unearthed strengths, failings, and biases.’ This persuasive anthology will be of interest to those involved in education at all levels, especially in higher education; it is an essential book for those involved in working with student teachers. Embracing the message of Going Inward could well transform teaching.”
—Andrew Garrod, Professor Emeritus of Education, Dartmouth College; Co-editor of Growing Up Muslim: Muslim College Students in America Tell Their Life Stories; First Person, First Peoples: Native American College Graduates Tell Their Life Stories; Balancing Two Worlds: Asian American College Students Tell Their Life Stories; Mi Voz, Mi Vida: Latino College Students Tell Their Life Stories; Mixed: Multiracial College Students Tell Their Life Stories; Souls Looking Back: Life Stories of Growing up Black; and Crossing Customs: International Students Write on U.S. College Life and...
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