{"title":"Literature and Democracy in a Survey of Indigenous, Chilean, and U.S. Writers","authors":"Zanice Bond","doi":"10.4018/978-1-5225-9989-0.ch002","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch002","url":null,"abstract":"At its core, the chapter has examined how artists expand the understanding of revolutionary as they became revolutionaries through their craft, thus implementing a non-violent approach to change through performance as well as the spoken and written word. Chilean and U.S.-based artists have been discussed, and their interactions, when applicable, have been highlighted to show the support of allies and importance of solidarity across borders. It also examines how culturally responsive teaching may help students to build upon their prior knowledge and connect with unfamiliar writers as well as new and translated texts that promote social justice.","PeriodicalId":193845,"journal":{"name":"Culturally Responsive Teaching and Learning in Higher Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133782116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Narrative Theory as a Pedagogical Strategy for Culturally Responsive Teaching at HBCUs","authors":"Niya Pickett Miller","doi":"10.4018/978-1-5225-9989-0.ch005","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch005","url":null,"abstract":"Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.","PeriodicalId":193845,"journal":{"name":"Culturally Responsive Teaching and Learning in Higher Education","volume":"6 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120896284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}