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Deconstructing Privilege by Kim Case

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3

DECONSTRUCTING PRIVILEGE WHEN STUDENTS RESIST

The Journey Back into the Community of Engaged Learners

Kim A. Case and Elizabeth R. Cole

 

Although college faculty sometimes write about their experiences with students' resistance to material in courses that focus on privileges linked to social identity, this literature most often presents a single instructor's perspective (e.g., Atwood, 2010; Chan & Treacy, 1996; Higginbotham, 1996). The following exploration considers themes of resistance across disciplines and multiple instructors' experiences in diversity-themed courses. Drawing on interviews with teachers of such courses aimed at first-year students, as well as on our own teaching experiences, we identify three forms of resistance. In addition, ...

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