Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affective considerations; reflection for critical consciousness; and safe spaces and resistance.
Autorentext
Stephanie Burrell Storms , Associate Professor, Multicultural Education, Fairfield University
Sarah K. Donovan , Professor, Philosophy, Wagner College
Theodora P. Williams , Associate Professor Emerita, Human Resource Management, Marygrove College
Inhalt
Foreword: Betty Overton
Preface
Introduction: Stephanie Burrell Storms, Sarah K. Donovan, and Theodora P. Williams
I. Respect for Divergent Learning Styles
Chapter One: Placing disAbility Front and Center in EDI Studies by Hyun Uk Kim
Chapter Two: Not Just Accommodating: Pedagogy Beyond the Archetypical by Rory E. Kraft Jr. and Kevin Hermberg
II. Inclusion and Exclusion
Chapter Three: Teaching Indigenous Sovereignty in Multicultural America by Danica Sterud Miller
Chapter Four: The Paradox of Inclusion and Exclusion by Samira Y. Garcia, Tabitha L. McCoy, and Hoa N. Nguyen
III. Technology and Social Action
Chapter Five: by From Awareness to Action: Creating PSAs to Promote EDI Stephanie Burrell Storms, Jay Rozgonyi, and Kathi Rainville
Chapter Six: Disturbing Voices: Literacy in the Archive and the Community by Betsy Bowen
IV. Affective Considerations
Chapter Seven: Awakening to Shame's Role in Privilege and Oppression by Kyle Forrest and Peter Thompson
Chapter Eight: Know Thyself: Implicit Bias and Mindfulness by Paula Gill-Lopez
Chapter Nine: Transforming fear into courage: EDI and Compassion-based learning by Josephine Pui-Hing Wong and Carla T. Hilario
V. Reflection for Critical Consciousness
Chapter Ten: Tools for Raising a Critical Consciousness by Amy Bergstrom
Chapter Eleven: A Person-Centered Approach to Facilitate Students' Social Advocacy by Stephaney Morrison
VI. Safe Spaces and Resistance
Chapter Twelve: Anticipating Resistances and Leveraging a Response by Kim Barber
Chapter Thirteen: Curricular 'Safe Spaces': Clarifying Potential Misconceptions by Chris Adamo
Author Biographies