When teaching failed in the interracial communication course: on the need to teach dialogue and the need to teach dialogically

Abstract

ABSTRACT The current project is an autoethnographic account of the author’s experience as the instructor of a course on interracial communication at a southern U.S. university. Antecedent factors combined with course content and the instructor’s inadequate approach to dialogue as a mode of learning to create a classroom setting that was fraught with tension and that limited the instructor’s ability to facilitate student growth.