Co-teaching difficult subjects: critical autoethnography and pedagogy

Building on existing studies on co-teaching and teaching difficult subjects, this article examines the development of our co-teaching relationship, as educators with marginalized identities, teaching on difficult subjects in a graduate critical consciousness course. The authors used the theoretical...

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Bibliographic Details
Published inTeaching in higher education Vol. 28; no. 3; pp. 616 - 631
Main Authors Roland, Ericka, Jones, Alden
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.04.2023
Taylor & Francis Ltd
Subjects
African Americans
Autoethnography
Classroom Environment
Co-teaching
Collaboration
Course Content
Course Descriptions
critical autoethnography
Critical Theory
difficult subjects
Difficulty Level
Disadvantaged
Educational Change
Ethnography
Feminism
Graduate Students
Higher education
Instructional Leadership
Intellectual Disciplines
Masters Programs
Mexican Americans
Pedagogy
Power Structure
Professional Identity
Self Concept
Social Change
Teacher Attitudes
Teacher Collaboration
Teacher Education Programs
Teaching Methods
Team Teaching
Womens Studies
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Summary:Building on existing studies on co-teaching and teaching difficult subjects, this article examines the development of our co-teaching relationship, as educators with marginalized identities, teaching on difficult subjects in a graduate critical consciousness course. The authors used the theoretical and methodological intersection of critical performance pedagogy and critical autoethnography to examine and situate their experiences in co-teaching. Three pedagogical practices were identified in co-teaching difficult subjects that included: 1) the negotiation of individual and collective space, 2) the navigation of voice between collaboration and personal expression, and 3) and the role of affect in the classroom environment. The study contributes to an emerging discussion on what it means to transform teaching in higher education around difficult subjects. By focusing on co-teaching, this article sets the stage to reimagine graduate teaching as a collaborative process between more than one instructor and students with a focus on power, privilege, oppression, and social change.
Bibliography:ObjectType-Article-1
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ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2020.1839747