Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.
Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.
Introductory undergraduate courses in American politics often center the Constitution and focus on fundamental principles, structures, and processes. Unfortunately, this focus allows less space to discuss the role that norms play in supporting formal rules and institutions in the American political system. As a political science professor teaching an introductory course on American politics in 2019 and 2020, I became acutely aware of the limitations of this course design. This context showcased the ways in which many of these norms are taken for granted by many, including American politics scholars. Moreover, it sparked conversations among my colleagues about whether we should adapt to the moment and update our instruction to place greater emphasis on norms to contextualize the present political moment for our students. My answer was yes. However, doing so requires instructors to be attentive to issues of objectivity, authority, and partisanship. This article shares strategies that I plan to implement when I teach this course again. In particular, I discuss three guiding pedagogical principles when teaching about presidential norms. I then provide discussion questions that instructors can use to spark conversations about the relationship between adherence to presidential norms and the stability of American political institutions.
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