When the Personal Becomes Problematic: The Ethics of Using Experiential Teaching Methods

Grauerholz, Elizabeth; Copenhaver, Stacey

doi:10.2307/1318924

Cited by 44 publications

(41 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An anonymous survey accomplishes many of the same goals as a group discussion about class background, but allows students to remain unidentified at the same time that it encourages students to share. Grauerholz and Copenhaver (1994) suggest the use of anonymous journal entries or reflection papers. Students may turn their assignments in without identifying themselves, but also turn in a separate sheet of paper with their name, signifying that they have completed the assignment.…”

Section: Resultsmentioning

confidence: 99%

“…Grauerholz and Copenhaver (1994) discuss this concern in the context of teaching gendered violence. We believe this concern can be applied to other subjects.…”

Section: Discussionmentioning

confidence: 99%

“…Experiential learning techniques are ethically questionable as well. Forcing students to "play poor" does little to create a safe place for disadvantaged students to connect their own experiences to a larger social context, arguably a central goal of experiential learning (Grauerholz and Copenhaver 1994). Instead, such techniques, when based in a belief that all students lack personal experience with poverty, encourage students to remain quiet about their own experiences, lest they be marginalized from the "norm."…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

Carreiro

Kapitulik

2010

Am Soc

View full text Add to dashboard Cite

According to a 2002 study by the U.S. Department of Education, the percentage of "traditional students" on college campuses is declining. Students increasingly are delaying enrollment, attending college part time, working full time, financially independent, and single parents. In this paper, we explore the extent to which sociologists are adapting their teaching to address these shifting demographics. Based on a content analysis of articles published over a 20 year period in Teaching Sociology that suggest strategies for teaching social class inequality we find that most authors assume that their students are "traditional." Most often this means that students are assumed to come from a privileged, middle class background, lack direct and substantial experience in the labor market, and enter college shortly after graduating high school. Accordingly, most articles advocate classroom strategies of "looking down," whereby students pretend to be in the shoes of those less fortunate. Examples include creating household budgets based on poverty wages, playing board games, or assuming the role of the poor for a day. These strategies run the risk of being ineffective, alienating, and potentially ethically suspect when used with non-traditional students, whose real life experiences may resemble these simulations. We conclude with recommendations for pedagogical approaches to teaching social class inequality that are more appropriate for, and inclusive of, students from diverse backgrounds. Our goal in this paper is to start a discussion about pedagogy, social inequality, and the non-traditional student.

show abstract

Section: Resultsmentioning

confidence: 99%

“…Grauerholz and Copenhaver (1994) discuss this concern in the context of teaching gendered violence. We believe this concern can be applied to other subjects.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

Carreiro

Kapitulik

2010

Am Soc

View full text Add to dashboard Cite

show abstract

“…As a precaution, instructors should warn students that the activity could be emotionally challenging (Grauerholz & Copenhaver, 1994). Additionally, instructors should explain that, as with any test, results can vary from situation to situation and from outside influences.…”

Section: Appraisalmentioning

confidence: 99%

Explicit Versus Implicit Stereotypes: “What Biases Do I Really Hold?”

Morgan¹

2008

Communication Teacher

View full text Add to dashboard Cite

“…By the same token, opportunities for students to self-disclose in appropriate ways should also be available, although it can result in problematic classroom dynamics and ethical concerns (Grauerholz and Copenhaver 1994). Instructors should be cognizant of such difficulties before encouraging self-disclosure in classroom discussions or assignments.…”

Section: Classroom Teaching and In-class Activitiesmentioning

confidence: 99%

Teaching Holistically to Achieve Deep Learning

Grauerholz

2001

College Teaching

View full text Add to dashboard Cite

When the Personal Becomes Problematic: The Ethics of Using Experiential Teaching Methods

Cited by 44 publications

References 8 publications

Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

Explicit Versus Implicit Stereotypes: “What Biases Do I Really Hold?”

Teaching Holistically to Achieve Deep Learning

Contact Info

Product

Resources

About