Identity, Power, and Conﬂict: Pedagogical Strategies for Successful Classroom Peer Dynamics
Although there is a small but growing body of work that focuses on how to resolve student-student classroom conﬂict around social justice issues, such as racism, sexism, and heterosexism (e.g., Fox 2009; Goodman 1995; Meyers 2003), the research on faculty skill development around these issues is minimal. Instead, much of the existing research on teacher competence and training focuses on grades K-12 and/ or exists within non-US university contexts (e.g., Brouwer and Korthagen 2005;
McAllister and Irvine 2000). Accordingly, in this chapter we explore the following questions: How do faculty of differing social and professional identities navigate issues of race, gender, and sexuality in the classroom? What teaching moments enable faculty to recognize their strengths and weaknesses with respect to these issues? What pedagogical strategies do they employ to deal successfully with speciﬁc moments of student-to-student conﬂict? The exploration of these issues illuminates the interaction of the student element of conﬂict noted in chapter 3 and poses some options regarding the instructor and pedagogical elements.