chapter  6
14 Pages

Responding to “Hot Button Issues”: Pedagogical Approaches to Racial Conflict in the Classroom

ByPenny A. Pasque, Jessica Charbeneau, Mark A. Chesler, Corissa Carlson

This chapter explicitly considers the divisional differences (i.e., humanities, natural sciences, and social sciences) in how faculty interpret and address classroombased conflict. Some core questions are what options do faculty members, who have substantial power in the classroom, have under these circumstances and how does the content and style of instruction in that classroom (referring to divisional distinctions and teaching strategies) affect such power dynamics and the recognition and response to conflict? In terms of the constitutive elements of classroom conflict identified in chapter 3, the student, instructor, and pedagogical elements are here highlighted, albeit the power of the curriculum (reflected in disciplinary foci) is reflected as well.