Full Description
This book examines how higher education institutions positively enhance the learning experiences of first-generation college students.
What systems in our communities and world are intentionally or unintentionally producing the realities of first-generation identities, and how can these be upended through a deliberate pedagogical turn? With these questions in mind, this book aims to highlight the relevant and dynamic pedagogical skills and tools that institutions can employ to address the demands of globality and difference in the classroom. Challenging traditional deficit-focused perspectives used to discuss first-generation students, the book highlights alternative strengths-based support methods to improve the experiences and outcomes of first-generation college students.
This book will appeal to scholars, researchers, and upper-level students with interests in higher education, cultural studies, philosophy of education, and decolonial studies.
Contents
1.Introduction: The Disruptive Power of Pedagogies for a Globalized Classroom 2. Strength-Based Approach and First-Generation Students 3.Cultivating Transformative Leadership Among First-Generation Students in Higher Education 4. Affective Learning as a Pedagogy for First Generation Students in A Globalized Classroom 5. Embracing Diversity: Rethinking Higher Education through the Lens of First-Generation college Students in NorthWest Nigeria 6. Relationship-Building with Students, Staff, and Faculty as High Impact Pedagogy (HIP) Tai-lored Towards First-Generation Students 7. Reclaiming Cultural Pedagogies for Educating First-Generation Students from A Native American Perspective 8. A Case for An African Palaver Pedagogy as A Decolonial Tool for A Globalized Classroom 9. "Cultivating New Pedagogical Skills for Generation Z First-Generation Students in a Post-Pandemic Age"
