Emerging from Boler’s (1999) pedagogy of discomfort considers self-criticality, critical “other” awareness and engages pedagogical practices and strategies such as critical reflections, courageous dialogues that stimulate discomfort as a way for transformative learning.
Published in Chapter:
Examining Oppressions as a Way of Valuing Diversity: Using a Critical Multicultural Lens in Educating Students for Intercultural Engagement
Otrude Nontobeko Moyo (University of Michigan, Flint, USA)
Copyright: © 2020
|Pages: 23
DOI: 10.4018/978-1-7998-5268-1.ch004
Abstract
This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in “critical knowing thyself” and “respectfully knowing others.” Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges.