Achieving Political Trans-Correctness: Integrating Sensitivity and Authenticity in Diversity Management Education

Autor/inn/en	Avery, Derek R.; Steingard, David S.
Titel	Achieving Political Trans-Correctness: Integrating Sensitivity and Authenticity in Diversity Management Education
Quelle	In: Journal of Management Education, 32 (2008) 3, S.269-293 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562907305557
Schlagwörter	Administrator Education; Group Membership; Political Attitudes; Student Participation; Course Content; Cultural Pluralism; Student Diversity; Emotional Intelligence; Conflict Resolution; Interpersonal Competence; Teacher Role; Transformative Learning; Teacher Student Relationship; Sensitivity Training; Classroom Environment + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Political attitude; Politische Einstellung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kursprogramm; Kulturpluralismus; Emotionale Intelligenz; Conflict solving; Konfliktlösung; Konfliktregelung; Interpersonale Kompetenz; Lehrerrolle; Pädagogische Transformation; Teacher student relationships; Lehrer-Schüler-Beziehung; Sensitivitätstraining; Klassenklima; Unterrichtsklima
Abstract	Due to mounting pressures to avoid offending individuals on the basis of demographic group membership, political correctness has begun to restrict student participation in our diversity courses. This restriction diminishes what can be learned from class dialogue, an important component of diversity instruction. This article offers a model of "political trans-correctness," integrating discourse constructs of authenticity, sensitivity, and political correctness. When optimally functioning, a learning community will enter a "zone of understanding" where educators and students speak with candor and actively listen. Four key pedagogical tactics for adopting the model in the classroom are provided: building rapport, setting the ground rules, ensuring the right to remain anonymous, and maintaining the proper presence. Implications for operationalizing the model are discussed. (Contains 1 figure and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10