Abstract
This paper explores how three Human Development graduate student instructors of human sexuality have utilized student perception and instructor disclosure to challenge assumptions and misconceptions about sexuality. Three modes of pedagogy, culturally responsive pedagogy, experiential learning theory, and queer pedagogy, are discussed in order to illustrate the interplay of perception and disclosure when teaching. The authors provide a list of questions for instructors to be reflective as well as strategies to respond to student misconceptions about sexuality topics in the classroom.
Keywords: culturally responsive pedagogy, disclosure, experiential learning theory, queer pedagogy, sexuality
Keywords: culturally responsive pedagogy, disclosure, experiential learning theory, queer pedagogy, sexuality
How to Cite:
Nedela, M. R., Murray, M. M. & Steelman, S. M., (2018) “Using Self-Disclosure to Manage Student Misconceptions in a Human Sexuality Classroom”, International Journal of Critical Pedagogy 9(1).
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