Family science and students: Pedagogical connections that transform our lives

• Published in: Family relations 2022-12, Vol.71 (5), p.2104-2106
• Main Author: Allen, Katherine R.
• Format: Article
• Language: English
• Subjects: Classism; Classrooms; Curricula; Education; Educational Practices; Families & family life; family diversity; Family Life Education; Oppression; pedagogical and curriculum issues; Pedagogy; Power structure; Race; Racism; Relatives; Science; Science Curriculum; Selfawareness; Service learning; Sexism; Social justice; Society; Students; Teaching; Teaching Methods; Undergraduate students
• ISSN: 0197-6664; 1741-3729; 0197-6664
• DOI: 10.1111/fare.12793

In place of the insidious yet dangerous microaggressive practices that disproportionately target individuals and families with multiple intersections affected by racism, sexism, and classism-among other systems of oppression-Fitzpatrick advances an alternative teaching method, of microinclusion, thereby providing workable solutions to the harmful practices that have hurt our students, neighbors, and family members. Wiersma-Mosley and Garrison (2022) demonstrate through their pedagogical research with undergraduates that actually working with diverse populations in service learning, which offers a high-impact experience, rather than just reading about diverse groups, led the service-learning students toward significant growth in their intercultural understanding. The service-learning opportunity elevated student sensitivity beyond the typical kind of lecture and class discussion that are often featured in classrooms, providing real-world tools to develop self-awareness and to understand power and privilege differentials within self, other, and society.