scholarly journals Challenges and Strategies in Promoting Empowering Academic Settings for Learning Community Psychology Practice Competencies

2016 ◽  
Vol 7 (4) ◽  
Author(s):  
Gregor Sarkisian

2019 ◽  
Vol 7 (2) ◽  
pp. 106-120
Author(s):  
Leslie E. Drane ◽  
Jordan Y. Lynton ◽  
Yarí E. Cruz-Rios ◽  
Elizabeth Watts Malouchos ◽  
Katherine D. Kearns

In this paper we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a Transgressive Learning Community (TLC) that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The Transgressive Learning Community model that we propose in this paper functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.





2009 ◽  
Author(s):  
Paul Flaspohler ◽  
Lorraine Gutierrez ◽  
Scotney D. Evans




1979 ◽  
Vol 34 (6) ◽  
pp. 554-557 ◽  
Author(s):  
John W. Lounsbury ◽  
Michael P. Cook ◽  
Dianne S. Leader ◽  
Ghassan Rubeiz ◽  
Elizabeth P. Meares


1972 ◽  
Vol 17 (1) ◽  
pp. 13-14
Author(s):  
ALVIN R. MAHRER
Keyword(s):  


1972 ◽  
Vol 17 (4) ◽  
pp. 181-182
Author(s):  
DAVID L. SINGER


1973 ◽  
Vol 18 (3) ◽  
pp. 108-109
Author(s):  
Elizabeth Vance
Keyword(s):  


2004 ◽  
Vol 49 (4) ◽  
pp. 415-417
Author(s):  
Kenneth Heller
Keyword(s):  


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