Considering (auto)biography in teaching and learning about race and racism in a diverse university

Jones, Demelza ORCID: 0000-0002-5985-1972 (2017) Considering (auto)biography in teaching and learning about race and racism in a diverse university. Teaching in Higher Education, 22 (7). pp. 867-878. ISSN 1356-2517

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Abstract

The ‘sociological imagination’ – the recognition of the relationship between ‘private troubles’ and ‘public issues’ (Mills [1959] 2000 Mills, C. Wright. [1959] 2000. The Sociological Imagination. Oxford: Oxford University Press: 8) – is central to the discipline of sociology. This article reports findings of a 2014 study which investigated students’ views on whether the development of the sociological imagination could be more explicitly embedded in a module on Race and Racisms through an (auto)biographical approach from teachers and the module’s racially diverse students. After reviewing benefits and challenges to an (auto)biographical approach, the article presents findings from a student focus group, concluding that students would welcome (auto)biographical approaches to the topic of race and racism, with the caveat that this is handled sensitively with steps taken to minimise the risk of emotional harm.

Item Type: Article
Article Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 28th of April 2017, available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2017.1319807.
Uncontrolled Keywords: Autobiography; Biography; Race; Sensitive issues
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HM Sociology
L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Natural & Social Sciences > Social Sciences
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Demelza Jones
Date Deposited: 24 Sep 2018 08:47
Last Modified: 25 Sep 2018 20:53
URI: http://eprints.glos.ac.uk/id/eprint/5962

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