Abstract
As the professoriate grows increasingly diverse and contingent, the co-teaching relationship must be examined. There are often salient power differentials between and among co-teachers associated with their position in the academic hierarchy and their social identities. This related power can affect the co-teaching professional relationship, student learning, and the retention of faculty from under-represented backgrounds in academia. This paper identifies power-related pitfalls in team teaching and offers specific strategies for avoiding them.
Acknowledgements
The author would like to thank the anonymous reviewers who offered thoughtful feedback and many helpful suggestions to improve the quality of the manuscript.
Disclosure statement
The author declares that she/he/they have no conflict of interest.
Notes
1 Decolonizing the curriculum includes numerous pillars; the practice “involves identifying colonial systems, structures and relationships, and working to challenge those systems. It is not ‘integration’ or simply the token inclusion of the intellectual achievements of non-white cultures. Rather, it involves a paradigm shift from a culture of exclusion and denial to the making of space for other political philosophies and knowledge systems” (Keele University, n.d.).