Teaching for Social Justice Through Embracing Identity Tensions

Abstract

In this chapter, the author uses the interrelated knowledge base of multicultural education and critical pedagogy to offer possibilities for identity negotiations among students and educators. As an international scholar of color, she also interweaves how her own identity is negotiated by comparing and contrasting her teaching experiences in her home country and in the United States. The author argues that it is important for educators to interrogate their identity and embrace the tensions that arise in the process, in order to enact a critically engaged dialogue in their classrooms.

Citation

Nganga, C.W. (2013), "Teaching for Social Justice Through Embracing Identity Tensions", Boyer, P.G. and Joy Davis, D. (Ed.) Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices (International Perspectives on Higher Education Research, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 13-32. https://doi.org/10.1108/S1479-3628(2013)0000008004