Teaching to transform: From volatility to solidarity in an interdisciplinary family studies classroom

Teaching about multicultural families and the xenophobia (e.g., racism, sex ism, heterosexism) they experience cat? be volatile. We describe a transfor mative experience in an interdisciplinary course on families that we team t aught. We deconstruct student reactions to the course content and grading a nd describe the pedagogy of possibility we created to encourage students' a bility to embrace our social justice goal. Ve offer four pedagogical implic ations regarding interdisciplinary perspectives, collaborative teaching tea ms, reconstructing authority, and enacting social justice.