Using Narrative and Team-Teaching to Address Teaching About Racial Dynamics

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Author(s): Stephen Brookfield (St. Thomas University, USA)
Copyright: 2020
Pages: 19
Source title: Accessibility and Diversity in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1213-5.ch037

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

Diversity training and multicultural competency workshops typically work from a top down logic in which educators or trainers skilled in working in multi-racial settings inform less enlightened colleagues about what they need to do to communicate across difference. This ‘expert to novice' dynamic can easily create resentment as participants feel blamed for their lack of racial awareness. A missing component of this work is the use of narrative disclosure by expert instructors of how they struggle with their own learned racism as they seek to navigate racial complexities. This chapter outlines a pedagogy of narrative disclosure in which an instructor's personal experience is placed front and center as a teaching tool. It emphasizes the importance of team teaching as a way of modeling respectful disagreement and an openness to multiple perspectives for students.

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Using Narrative and Team-Teaching to Address Teaching About Racial Dynamics

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