Dismantling Disconnects With Men of Color in a History Course Utilizing Pedagogy of Real Talk

• In Event: 28.091 - Sheraton Roundtable Session Two - Grand Centre
  In Roundtable Session: 28.091-8 - History and Civics: Student Responses and Attitudes

Abstract

A qualitative self-study research design to examine how a particular approach to community building incorporating Pedagogy of Real Talk (Hernandez, 2016) used throughout a semester in an African American History class affected students’ attitudes and engagement. Data collected included photographs, instructor notes to self and students, interviews were then analyzed using a grounded theory approach (Charmaz, 2014). Findings revealed three emergent themes: (1) “We feel like we know each other, (2) “It feels like a safer environment,” and (3) “It is powerful and important to building community.” Implications and recommendations suggest the incorporation of Pedagogy of Real Talk enables men of color to be their authentic selves and connect through dialogue and personal experiences to course content and fellow classmates.

Author

• Christopher Collins, San Francisco State University