Autoethnography as a catalyst for pedagogical change for special populations of students

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Critically minded instructors are educators who strive to move beyond traditional modes of education to create opportunities for students to examine issues such as power, marginalization, and hegemony. These instructors use critical education to "break down barriers, to overcome obstacles, to open doors, minds, and possibilities. It aims at something deeper and richer than simply imbibing and accepting codes and conventions, acceding to whatever is before us" (Ayers, 2010, p. 185). Therefore, critically minded instructors desire to create inclusive classrooms. They realize the importance of fostering environments that encourage educational success for all students, not just students from majority groups.

Original languageEnglish (US)
Title of host publicationThe Discourse of Special Populations
Subtitle of host publicationCritical Intercultural Communication Pedagogy and Practice
PublisherTaylor and Francis
Pages23-38
Number of pages16
ISBN (Electronic)9781317201762
ISBN (Print)9781138673984
DOIs
StatePublished - Jan 1 2017

Fingerprint

instructor
student
hegemony
education
educator
classroom
Instructor
Autoethnography
Education
Group
educational success
Marginalization
Hegemony
Educators

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)
  • Social Sciences(all)

Cite this

Kahl, Jr., D. H. (2017). Autoethnography as a catalyst for pedagogical change for special populations of students. In The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice (pp. 23-38). Taylor and Francis. https://doi.org/10.4324/9781315561578
Kahl, Jr., David H. / Autoethnography as a catalyst for pedagogical change for special populations of students. The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice. Taylor and Francis, 2017. pp. 23-38
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Kahl, Jr., DH 2017, Autoethnography as a catalyst for pedagogical change for special populations of students. in The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice. Taylor and Francis, pp. 23-38. https://doi.org/10.4324/9781315561578

Autoethnography as a catalyst for pedagogical change for special populations of students. / Kahl, Jr., David H.

The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice. Taylor and Francis, 2017. p. 23-38.

Research output: Chapter in Book/Report/Conference proceedingChapter

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Kahl, Jr. DH. Autoethnography as a catalyst for pedagogical change for special populations of students. In The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice. Taylor and Francis. 2017. p. 23-38 https://doi.org/10.4324/9781315561578