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Resistance in the Diverse Classroom: Meanings
and Opportunities
By Ximena Zúñiga, Department of Student Development
and Pupil Personnel Services, University of Massachusetts at Amherst
and Jane Mildred, Department of Sociology and Social Work, Westfield
State College
Though resistance in the classroom is often constructed as negative,
many educators and researchers see it as the site of potential engagement.
Several strategies exist for teaching through and across resistance,
and for fostering a safe, engaged, and open classroom in which resistance
is met head on and used as a pedagogical tool.
Contrapower
Harassment and the Professorial Archetype: Gender, Race, and Authority
in the Classroom
By NiCole T. Buchanan and Tamara A. Bruce, Department of Psychology,
Michigan State University
Unlike the typical assumptions about workplace harassment--that it
is often sexual and that it is perpetrated by those in power and directed
toward subordinates--women with formal organizational power often
face harassment by those they instruct, guide, and evaluate. For example,
while a female professor may have more formal power than a male student,
because society still conveys more power and authority to men, the
male student has more informal power due to his gender. Parallel situations
can occur when discussing differences in race/ethnicity, age, sexual
orientation, and social class.
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