ABSTRACT

Building on existing studies on co-teaching and teaching difficult subjects, this article examines the development of our co-teaching relationship, as educators with marginalized identities, teaching on difficult subjects in a graduate critical consciousness course. The authors used the theoretical and methodological intersection of critical performance pedagogy and critical autoethnography to examine and situate their experiences in co-teaching. Three pedagogical practices were identified in co-teaching difficult subjects that included: 1) the negotiation of individual and collective space, 2) the navigation of voice between collaboration and personal expression, and 3) and the role of affect in the classroom environment. The study contributes to an emerging discussion on what it means to transform teaching in higher education around difficult subjects. By focusing on co-teaching, this article sets the stage to reimagine graduate teaching as a collaborative process between more than one instructor and students with a focus on power, privilege, oppression, and social change.

摘要

基于现有的合作教学和困难学科教学研究，本文考察了我们作为具有边缘化身份的教育者在研究生批判意识课程中教授困难学科的合作教学关系的发展。作者利用批判性绩效教学法和批判性自我民族志的理论和方法交叉点来检验和定位他们在合作教学中的经验。在联合教学困难科目时确定了三种教学实践，包括：1) 个人和集体空间的协商，2) 协作和个人表达之间的声音导航，以及 3) 以及情感在课堂环境中的作用。该研究有助于围绕困难学科转变高等教育教学意味着什么的新兴讨论。通过关注合作教学，本文为重新构想研究生教学奠定了基础，将其视为不止一名教师与学生之间的协作过程，重点关注权力、特权、压迫和社会变革。