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Articles 1 - 3 of 3
Full-Text Articles in Education
Cultivating Collaborative Synergy To Promote Equity, Diversity, Inclusion And Justice In The Psychology Curriculum, Jasmine Mena, Milton A. Fuentes, Jose A. Soto
Cultivating Collaborative Synergy To Promote Equity, Diversity, Inclusion And Justice In The Psychology Curriculum, Jasmine Mena, Milton A. Fuentes, Jose A. Soto
Faculty Journal Articles
Transforming the psychology curriculum to incorporate equity, diversity, and inclusion (EDI) will necessitate department-wide and coordinated efforts; however, most EDI transformations emphasize changes to individual instructors and courses. Cultivating collaborative synergy to advance EDI transformations will foster and protect the relevance and trustworthiness of psychology and respond to the numerous calls for equity and justice. Collaborative synergy involves forming a community with a common goal, learning from one another, and sharing teaching-related resources. In this paper, we present the EDI Collaborative Curricular Transformation in Psychology (EDI-CCTP) model and discuss the benefits of collaboration amongst psychology departments and programs on EDI …
The Diversion Of Diversity: Uncovering The Antiblackness Of Diversity Initiatives, M. Jordan Alexander
The Diversion Of Diversity: Uncovering The Antiblackness Of Diversity Initiatives, M. Jordan Alexander
Honors Theses
In more recent years, Diversity has been a driving force in universities across the country. As underrepresented groups in the United States have gained more traction in the political and legal realms, they have gained the agency and the ability to advocate for their inclusion in institutions and structures that previously denied their access. This gaining of agency within these public realms is what has fueled higher education institutions across the country to really push for diversity, in both their faculty and student populations. The ideology behind this push is multiculturalism or multiracialism; this idea by its premise, the inclusion …
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Faculty Journal Articles
We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.