TY - JOUR
T1 - Pedagogy as empowerment and the uniqueness of the “Hood” student
AU - Hubbard Maniglia, Rebecca
N1 - Publisher Copyright:
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/4/2
Y1 - 2020/4/2
N2 - This article highlights a new student-led initiation at Northern Arizona University that addresses the needs of students from environments rich with structural injustice. It examines initial results from a research project designed to identify the uniqueness of this student population and then discusses the students' new efforts at classroom transformation and faculty education. The role of the classroom as a space for identity formation and empowerment is discussed, as well the essential ingredients necessary for creating classrooms where these students are accepted, understood and empowered.
AB - This article highlights a new student-led initiation at Northern Arizona University that addresses the needs of students from environments rich with structural injustice. It examines initial results from a research project designed to identify the uniqueness of this student population and then discusses the students' new efforts at classroom transformation and faculty education. The role of the classroom as a space for identity formation and empowerment is discussed, as well the essential ingredients necessary for creating classrooms where these students are accepted, understood and empowered.
KW - Pedagogy
KW - social justice
KW - teaching
UR - http://www.scopus.com/inward/record.url?scp=85085015274&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85085015274&partnerID=8YFLogxK
U2 - 10.1080/10282580.2020.1755850
DO - 10.1080/10282580.2020.1755850
M3 - Article
AN - SCOPUS:85085015274
SN - 1028-2580
VL - 23
SP - 128
EP - 138
JO - Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice
JF - Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice
IS - 2
ER -