Editor’s Note: This is Part 4 in the IJFAB Blog mini-series on pedagogy, with a focus on teaching about oppression, disadvantage, and privilege. Part 1 dealt with dogmatically unyielding students, while Parts 2 and 3 gave the professor and student sides … Continue reading
Editor’s Note: Part 3 in our pedagogy mini-series comes to us from Elon University student Arianne Payne, an African-American woman who reflects on taking a course on rap, one which touches on racism and black culture, from a white male professor … Continue reading
Editor’s Note: As part of our mini-series on pedagogy–which kicked off with Kate MacKay’s reflection last week on unyielding dogmatism in the classroom–IJFAB Blog features a two-part consideration by a professor and a student on issues arising from classes in which … Continue reading
Editor’s Note: Many IJFAB Blog readers spend a good part of their lives in teaching settings, doing pedagogy as teacher or learner or co-inquirer. Some are clinician educators (nurse educators or physicians working with residents and medical students), others are academic … Continue reading
