Contextualizing Violence in a Participatory Classroom

Abstract

Techniques for integrating race, class, gender, sexual orientation, age, disability, and other categories of socially defined identity in a student‐centered participatory classroom are outlined for a survey course on women and violence. Keeping categories of socially defined identity central to every course component changes not only the content of the course, but also the questions asked and the range of possible answers. Students were given two tools with which to analyze each topic: theoretical frameworks (psychology, sociology, feminism) and the categories of socially defined identity. Difficulties with the material are interpreted as signposts of the complexity of the theoretical issues involved rather than as intellectual failures of the students or the instructor. An open and participatory classroom climate facilitates dealing with the stresses of this topic as well as with the ambiguities faced by students exploring the multidimensional space of socially defined identities.

Integrating Gender and Ethnicity into Psychology Courses

“…Another approach is to find a way to permeate the discussion of topics within a course with an understanding of the impact of gender and ethnicity on those topics, but we need help doing that. Several authors propose frameworks for introducing concepts pertinent to diverse groups such that the research on these groups serves to portray important theoretical constructs rather than simply describe a hodgepodge of experiences of people who happen to have different backgrounds (Ginorio, 1998;Ginorio & Martinez, 1998;Okazala, 1998;Weber, 1998).…”

“…But this has never seemed like enough to us in our own courses. One cannot possibly include, say, all ethnic minorities, and so one still ends up mentioning several token groups or lumping people with dstinct national cultural heritages, such as Filipino Americans and Chinese Americans, into a meaningless heterogeneous group, such as Asian Americans (Ginorio, 1998;Ginorio & Martinez, 1998;Weber, 1998). A fundamental concept that psychologists must challenge is the lay notion of race as a clearly delineated biological category.…”

“…This requires an understanding of the modes of dlscourse in other disciplines, which may or may not be easy to attain. Some of the authors in this issue present examples of that literature and an interpretation of it, which will be especially helpful to those of us solely trained in psychology (Ginorio, 1998;Weber, 1998;Wyche, 1998).…”

Teaching about Gender and Ethnicity: Goals and Challenges

“…Today we may be talking abont gender and ethnic diversity; tomorrow we may be talking about sexual orientation; next week we may be talking about age, religion, ability, body size, or citizenship. Indeed, as Angela Ginorio (1998) demonstrates in this issue, a full understanding of gender, ethnicity, and other social identities that reflect our lversity requires both appreciating their multiplicity and considering them in interaction over time.…”