Kaler-Jones Cierra, Briscoe Kaleb L, Moore Candace M, Ford Jesse R
Communities for Just Schools Fund, Washington, D.C., USA.
Washington, USA.
Urban Rev. 2023;55(2):204-223. doi: 10.1007/s11256-022-00645-2. Epub 2022 Oct 15.
Faculty members must employ pedagogical practices that foster humanizing learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students' of Color stories in higher education/student affairs hybrid graduate preparation programs to understand how faculty contribute to humanizing and critical pedagogy. The findings highlight three central pedagogical strategies faculty used in hybrid classrooms that graduate Students' of Color named as most effective: (1) taught to transgress against racism and oppression, (2) emphasized dialogic pedagogy strategies, and (3) encouraged collaboration inside and outside of the classroom. This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond.
教师必须采用教学方法，为在高等教育中被边缘化和受到歧视的有色人种研究生营造人性化的学习环境。本文采用叙事探究方法，描述了有色人种研究生在高等教育/学生事务混合研究生预备项目中的经历，以了解教师如何促进人性化和批判性教学。研究结果突出了教师在混合课堂中使用的三种核心教学策略，有色人种研究生认为这些策略最有效：（1）教导学生反抗种族主义和压迫，（2）强调对话式教学策略，（3）鼓励课堂内外的合作。本研究强调了促进学生参与的批判性教学方法，并呼吁高等教育在混合学习环境及其他环境中将人性化实践作为核心。
