Portal de Periódicos da CAPES

16: STUDENT CONSULTANTS OF COLOR AND FACULTY MEMBERS WORKING TOGETHER TOWARD CULTURALLY SUSTAINING PEDAGOGY

2013; Volume: 32; Issue: 1 Linguagem: Inglês

10.1002/j.2334-4822.2013.tb00710.x

2334-4822

Alison Cook‐Sather, Praise Agu,

Communication in Education and Healthcare

To Improve the AcademyVolume 32, Issue 1 p. 271-285 Part Six: Enhancing Student Learning 16: STUDENT CONSULTANTS OF COLOR AND FACULTY MEMBERS WORKING TOGETHER TOWARD CULTURALLY SUSTAINING PEDAGOGY Alison Cook-Sather, Alison Cook-Sather Bryn Mawr CollegeSearch for more papers by this authorPraise Agu, Praise Agu Bryn Mawr CollegeSearch for more papers by this author Alison Cook-Sather, Alison Cook-Sather Bryn Mawr CollegeSearch for more papers by this authorPraise Agu, Praise Agu Bryn Mawr CollegeSearch for more papers by this author First published: 10 October 2017 https://doi.org/10.1002/j.2334-4822.2013.tb00710.xCitations: 25AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Abstract Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and faculty members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants' experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning. REFERENCES Allen, W. R. (1992). The color of success: African American academic student outcomes at Predo. Harvard Educational Review, 62(1), 26– 44. Baker, V. L., & Griffin, K. A., (2010, January/February). 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Retrieved from http://www.jstor.org/stable/3568134 Citing Literature Volume32, Issue1June 2013Pages 271-285 ReferencesRelatedInformation