'Mansplaining' - Reflections on Teaching Adults in University Classrooms.

This article examines the challenges male educators face in teaching gender-related topics within critical human resource development (HRD), focusing on avoiding "mansplaining," a condescending form of explanation that reinforces gendered power imbalances. Using trioethnography—a collaborative autoethnographic method involving two hearing male assistant professors and one Deaf female graduate student—the study explores strategies such as centering student voices, honoring diverse prior knowledge, fostering safe and accessible learning environments, practicing reflexivity, and employing empathy and humor to create inclusive classrooms. The findings emphasize the importance of intersectionality and cultural-linguistic awareness in navigating classroom authority and suggest practical pedagogical approaches for HRD educators to mitigate power asymmetries while promoting equitable dialogue. This inquiry contributes to broader discussions on teaching diversity and critical HRD in politically polarized and culturally diverse educational settings.