Using an intersectional approach to deepen collaborative teaching

Pliner, Susan M.; Iuzzini, Jonathan; Banks, Cerri A.

doi:10.1002/tl.432

Cited by 10 publications

(4 citation statements)

References 5 publications

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“…Establishing effective teaching practices is a collective as well as an individual responsibility (Lynch et al, 2014). This entails teachers working from the same set of principles and operating collaboratively for taking responsibility for planning the curriculum and instruction, for ensuring that their teaching is effective, for monitoring student learning and development and for stimulating each other's professional learning (Plinter et al, 2011). In several studies a positive relationship between teacher collaboration, teacher retention and student achievement was found (Goddard et al, 2010).…”

Section: Teacher Collaborationmentioning

confidence: 99%

Improving student achievement through professional cultures of teaching in Flanders

Plackle

Könings

Jacquet

et al. 2022

Euro J of Education

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Student performance in general subjects such as language and mathematical skills is poor in secondary vocational education. A professional culture of teaching—including recruitment of well qualified teachers, effective teacher collaboration and effective teaching practice—could be the key to success. To what extent is there a professional culture of teaching in vocational education? Do differences in the professional culture of teaching affect student achievement? National achievement tests on functional language skills, mathematical skills and information processing were administered to third grade students (N = 3,381) in 116 secondary schools offering vocational education across Flanders. Their teachers (N = 184) completed an online questionnaire about their collaboration and teaching practice. We found evidence that teacher collaboration and effective teaching practices are strongly correlated. Positive correlations were found between combinations of characteristics of a professional culture of teaching and student achievement. However, in many schools a professional culture of teaching is not yet a reality. Our findings demonstrate a need for continually providing support within a professional culture of teaching to prevent teachers from leaving. Improving professional growth for teachers and their teaching teams is also needed, as well as a shift in education policies to support these needs.

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Section: Teacher Collaborationmentioning

confidence: 99%

Improving student achievement through professional cultures of teaching in Flanders

Plackle

Könings

Jacquet

et al. 2022

Euro J of Education

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“…A handful of studies examine effective approaches to teach intersectionality, but many do not deeply engage with embodiment. For example, these include drawing from the distinct biographical experiences of instructors through collaboratively taught courses (Pliner, Iuzzini, and Banks 2011); assigning students to think through ethical dilemmas that draw attention to race, class, and gender (Lee 2012); and playing an “Intersectionopoly” game, which is a variation of a stratified version of the board game Monopoly that further develops and deepens inequalities as the game progresses (Paino et al 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Embodying Inequality: Using Ethnographic Data to Teach Intersectionality

Gardner

McKinzie

2020

Teach Sociol

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This article analyzes the effectiveness of an activity we developed to help students better understand intersectionality. Intersectionality is an analytic concept that signifies ways that inequalities may overlap to create unique forms of privilege and subjugation. In the activity, students use assigned vignettes from the perspective of research participants in our own ethnographic data (including excerpts from interviews and field notes) to interact with peers assigned both similar and dissimilar perspectives and experiences. The vignettes draw attention to intersectionality in a way that helps students embody participants’ experiences with privilege and subjugation. Our analysis of the activity’s effectiveness demonstrates that when learning is interactive, is dialogical, and draws from real narratives, students and instructors can effectively explore nuanced interpretations of relatively tough concepts, such as intersectionality. We argue that the embodiment of ethnographic data is a useful mechanism for helping students connect abstract sociological concepts to uniquely experienced realities.

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“…In the field of education, Pliner, Iuzzini, and Banks (2011) argued that intersectionality could be an effective tool to improve students' learning experiences in an undergraduate setting. Pliner et al taught a course in which the goal was to determine how intersectionality, used as a collaborative teaching tool between students and faculty, could enrich educational experiences by incorporating a diverse range of identities and perspectives in the learning process.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…They found that using intersectionality was a helpful approach to creating an environment that promoted the scaffolding of learning activities assigned to students throughout the semester to ensure a diverse group experience. For students and professors, intersectionality promoted a reflective, collaborative, engaging educational environment (Pliner et al, 2011). Similarly, Hahn Tapper (2013), executive director for the Center of Transformative Education, used intersectionality as a collaborative tool within a religious educational context between students from warring countries.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Intersectionality Pedagogy in the Classroom: Experiences of Counselor Educators

Thompson¹,

Bridges²

2019

Teaching and Supervision in Counseling

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The role of intersectionality in counselor education and supervision has not been formally addressed by researchers with regard to the preparation of counselors-in-training. Traditional ways of teaching multicultural and diversity issues in counseling include compartmentalized discussions about social identities but do not incorporate intersectionality despite its significance in describing how individuals move through the world. The method of inquiry used to collect and analyze data was heuristic in nature due to the focus on contextual experiences of the participants as well as the researcher. The results showed how seven Counselor Education and Supervision faculty members' personal and professional experiences influenced their incorporation of intersectionality in their multicultural pedagogy. The extent to which intersectionality plays a role in understanding multicultural counseling education and experiences of faculty members is explored in this article.

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Using an intersectional approach to deepen collaborative teaching

Abstract: The authors use a case study and the theory of intersectionality to expand strategies for collaborative teaching.

Cited by 10 publications

References 5 publications

Improving student achievement through professional cultures of teaching in Flanders

Improving student achievement through professional cultures of teaching in Flanders

Embodying Inequality: Using Ethnographic Data to Teach Intersectionality

Intersectionality Pedagogy in the Classroom: Experiences of Counselor Educators

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