Work

Disrupting Pedagogies: Translating Disrupting Into Instructional Strategies

Year: 2025

Type: article

Abstract: ABSTRACT This chapter demonstrates the possibilities when a Disrupting the Disciplines framework is used alongside the Decoding the Disciplines framework to directly address teaching bottlenecks related to racism, colonialism, and implicit bias. It describes the benefits of Disrupting interviews for exploring bottlenecks in classroom instructional strategies and shares case studies from two faculty members and one graduate student in the midwestern United States in the disciplines of dance, staff development, and journalism.

Source: New Directions for Teaching and Learning

DOI: 10.1002/tl.20660

Authors: Joan Middendorf, Ryan Comfort, Da'Ja’ Askew, Selene Carter

Institutions: Indiana University Bloomington, Indiana University

Language: English

Topic: Critical Race Theory in Education

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,140