Ethnic Pedagogies in the Graduate Classroom

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Cooperative Learning Roundtable

Abstract

In this study, two professors combined cooperative learning pedagogies from religious spaces and adapted them to a secular university class. These pedagogies included call-and-response pedagogies from African-American churches and paired text study (havruta) from Jewish higher learning. From the call and response pedagogies, our students found testifying helped facilitate speaking in front of the group, as well as fostered empathy and perspective taking. Havruta helped students take perspectives, “dive deeper” into text with a consistent partner, cultivated respect and safety. Minor disadvantages included discomfort to speak before the group as well as distraction from loudness. Implications for these pedagogies to enter public schools are discussed.

Authors

• Rebecca Shargel, Towson University

• Marcia J. Watson-Vandiver, Towson University