Ally Development Through Feminist Pedagogy: A Systemic Focus on Intersectionality
Ally Development Through Feminist Pedagogy: A Systemic Focus on Intersectionality
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通过女权主义教育学进行盟友发展：对交叉性的系统关注
DOI：
10.1080/15538605.2015.1029205
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Lynn Bohecker
中科院分区：
文献类型：
--
作者：
K. Lamantia;Holly H. Wagner;Lynn Bohecker
本文运用女性主义教育学促进辅导学生的盟友发展。辅导员教育工作者面临的挑战是找到将跨性别和女同性恋，男同性恋，双性恋，跨性别，酷儿，质疑，双性和盟友（LGBTQQIA）个人的咨询能力纳入课程的方法。通过女权主义和经验理论的应用，学生参与的方式，挑战传统的教学方法。性取向，性别和种族在课堂上的交集可以促进LGBTQQIA人的经验的认识，从而促进技能，宣传，和盟友行为在紧急辅导员。学生在课堂上参与的建议。
This article utilizes feminist pedagogy to facilitate ally development within counseling students. Counselor educators are challenged to find methods of incorporating competencies for counseling with transgender and lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) individuals into curriculum. Through the application of feminist and experiential theories, students engage in a way that challenges traditional pedagogical methods. The intersection of sexual orientation, gender, and race in the classroom can facilitate awareness of the experiences of LGBTQQIA people, thereby promoting skill, advocacy, and ally behaviors in emergent counselors. Suggestions for student engagement in the classroom are presented.