A Partnership in Pedagogy of Process: Conversations about Co-Teaching Critical AnalysisJournal of Interdiscplinary Education (2015)
Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors who co-taught a graduate level, online teacher education course in diversity depict a teaching partnership. Our goal was to reflect upon the process of co-teaching critical analysis within this partnership. Foucault’s cautionary treatise (1980) is recognized in that analyses of power/knowledge metanarratives, such as pedagogies of diversity, liberal arts, and critical analysis, contain discourses of power, despite their emancipatory intentions. The conversations are considered reflexive discourse (Lather, 2007) in that truth can never be found outside of power relations (Foucault, 1980). Questioning the relations of power and influence within approaches to teaching and learning is discursive and therefore, contradictory. A pedagogy of process through the teaching partnership is highlighted as a way to acknowledge and value the negotiations of the spaces between contradictions as well as transform personal understandings and professional practice.
- Critical Thinking
Publication DateWinter September 4, 2015
Citation InformationGina Anderson and Jody Piro. "A Partnership in Pedagogy of Process: Conversations about Co-Teaching Critical Analysis" Journal of Interdiscplinary Education Vol. 14 Iss. 1 (2015)
Available at: http://works.bepress.com/jody_piro/27/