Achieving Against the Odds
How Academics Become Teachers of Diverse Students
Publication: Mar 01
Publication: Mar 01
6 x 9
Compelling essays on non-traditional students written by non-traditional faculty
"High school was a like a penance imposed for some unknown sin. Everything I ever learned that was important to me was learned outside of school. So I never thought to associate schools with learning." Amy, UMass Boston student
Today's diverse and financially burdened students enter higher education eager to succeed at institutions originally designed for culturally homogenous and predominantly white middle-class populations. They are expected to learn from faculty trained primarily as researchers. Unsurprisingly, student dropout and faculty burnout rates are high, leading some conservatives to demand that higher education purge itself of "unqualified" students and teachers. But, as Achieving Against The Odds demonstrates, new and better solutions emerge once we assume that both faculty and students still possess a mutual potential for learning when they meet in the college classroom.
This collectiondrawing on the experiences of faculty at the University of Massachusetts-Bostondocuments a complex and challenging process of pedagogical transformation. The contributors come from a wide range of disciplines: American studies, anthropology, Asian American studies, English, ESL, history, language, political science, psychology, sociology, and theology. Like their students, they bring a variety of backgrounds into the classroomas people of color, women, gays, working class people, and "foreigners" of one sort or another. Together they have engaged in an exciting struggle to devise pedagogies which respond to the needs and life experiences of their students and to draw each of them into a dialogue with the content and methodology of their disciplines. Courageously airing their own mistakes and weaknesses alongside their breakthroughs, they illuminate for the reader a process of teaching transformation by which discipline-trained scholars discover how to promote the learning of diverse students.
As one reads their essays, one is struck by how much these faculty have benefited from the insights they have gleaned from colleagues as well as students. Through argument and examples, personal revelation and references to authority, they draw the reader into their community. This is a book to inspire and enlighten everyone interested in making higher education more truly democratic, inclusive, and intellectually challenging for today's students.
Table of Contents
Foreword Elizabeth Kamarck Minnich Acknowledgments Introduction: Achieving Against the Odds Esther Kingston-Mann and Tim Sieber 1. Coming Out and Leading Out: Pedagogy Beyond the Closet Kathleen M. Sands 2. Three Steps Forward, One Step Back: Dilemmas of Upward Mobility Esther Kingston-Mann 3. Learning to Listen to Students and Oneself Tim Sieber 4. Language and Cultural Capital: Reflections of a "Junior" Professor Reyes Coll-Tellechea 5. Racial Problems in Society and in the Classroom Castellano B. Turner 6. Teaching (as) Composing Vivian Zamel 7. Teaching, Tenure, and Institutional Transformation: Reflections on Race, Culture, and Resilience at an Urban Public University Peter Nien-Chu Kiang 8.Teaching American Dreams/American Realities: Students’ Lives and Faculty Agendas Lois Rudnick 9. Teaching, Learning, and Judging: Some Reflections on the University and Political Legitimacy Winston E. Langley 10. Gender Trouble in the Gender Course: Managing and Mismanaging Conflict in the Classroom Estelle Disch 11. Odd Man Out Pancho Savery About the Contributors Index
About the Author(s)
In the Series
The New Academy edited by Elizabeth Kamarck Minnich
The accelerated growth of interdisciplinary programs is just one indicator of the radical changes that have occurred within the academy during the past thirty years. Women's studies, peace studies, disability studies, environmental studies, queer studies, postcolonial studies, gender studies, ethnic studies (together and separately), cultural studies, and many more, have become established sites of inquiry. Much is owed to past generations of writers and thinkers whose voices were silenced, only now to be welcomed by academia. Considering this shifting of borders and expansion of domains, books in The New Academy, a series edited by Elizabeth Kamarck Minnich, explore conceptual tools developed by recent scholarship to extend, reconfigure, and comment upon intersections and divisions among established and emerging fields of academic study. Moving beyond rhetoric and jargon, the series engages the growing readership for critical and creative, inclusive and reconciling scholarship.