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Active Learning and the “Teaching” of Migration in Geography: A Critical Reflection on the Twenty-First Century Multicultural College Classroom

Active Learning and the “Teaching” of Migration in Geography: A Critical Reflection on the Twenty-First Century Multicultural College Classroom

Todd Lindley
Copyright: © 2018 |Pages: 19
ISBN13: 9781522527916|ISBN10: 1522527915|EISBN13: 9781522527923
DOI: 10.4018/978-1-5225-2791-6.ch003
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MLA

Lindley, Todd. "Active Learning and the “Teaching” of Migration in Geography: A Critical Reflection on the Twenty-First Century Multicultural College Classroom." Curriculum Internationalization and the Future of Education, edited by Semire Dikli, et al., IGI Global, 2018, pp. 36-54. https://doi.org/10.4018/978-1-5225-2791-6.ch003

APA

Lindley, T. (2018). Active Learning and the “Teaching” of Migration in Geography: A Critical Reflection on the Twenty-First Century Multicultural College Classroom. In S. Dikli, B. Etheridge, & R. Rawls (Eds.), Curriculum Internationalization and the Future of Education (pp. 36-54). IGI Global. https://doi.org/10.4018/978-1-5225-2791-6.ch003

Chicago

Lindley, Todd. "Active Learning and the “Teaching” of Migration in Geography: A Critical Reflection on the Twenty-First Century Multicultural College Classroom." In Curriculum Internationalization and the Future of Education, edited by Semire Dikli, Brian Etheridge, and Richard Rawls, 36-54. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2791-6.ch003

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Abstract

This chapter explores questions of methodology and pedagogy in dealing with diverse student populations in a freshman-level human geography class by highlighting a multi-tiered exercise that encourages students to investigate and to articulate their own feelings and beliefs about migration in a series of low-risk classroom exercises complemented with an out-of-class assignment. The self-reflective portion of this exercise provides the instructor insight into student feelings, attitudes, and knowledge of students' migration histories and knowledge. Lessons and examples from the author's classroom experiences are detailed in this chapter to call upon instructors to implement multi-tiered approaches to controversial and international topics, particularly in a multi-cultural, multi-ethnic, twenty-first century college classroom.

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