Social and Behavioral Sciences Commons^™

Equity, Diversity, And Inclusion Climate Assessment Activities: Development And Strategic Use In Diversity Action Plans, Dr. Kristen M. Radsliff Rebmann, Parinaz Zartoshty, Kim Green, Erin Kelly-Weber, Dr. Vidalino Raatior, Lori Vonderach

School of Information Student Research Journal

This project report describes climate assessment activities in support of the development of a college-level diversity, equity, and inclusion (EDI) action plan. Elements of the climate assessment activities are described along with their purpose and rationale for inclusion. Recommendations are made for libraries to design and deploy their own EDI assessment activities with the goal of developing robust action plans supportive of inclusive excellence.

Updated Resources For Planning Accessible Events Available Online, University Of Maine Division Of Marketing And Communications

University of Maine Racial Justice Collection

“Planning Accessible Meetings and Conferences: A Suggested Checklist and Guide” is a free resource developed by the University of Maine Center for Community Inclusion and Disability Studies in partnership with Speaking Up for Us, a Maine organization run by and for adults who live with developmental disabilities. The checklist is designed to help people, groups or organizations plan a meeting or conference that is inclusive and welcoming by providing practical suggestions that promote meaningful participation for everyone.

Educational Leaders Can Lead The Way For Increased Academic Achievement For Students On The Autism Spectrum, Stephanie C. Holmes, Jennifer Butcher

School Leadership Review

The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, general and special education teachers, school counselors, school psychologists, speech-language pathologists ...

Perceptions Of Special Education Supports By School Administrators, Eric P. Oxford

Electronic Theses and Dissertations

This research study analyzed the perceptions of special education supports by school administrators. Specifically, this research discussed comparative findings of perceptions of special education supports between building principals and building-based special education team chairpersons in one Massachusetts public school district. The findings are grounded in the district’s inclusive philosophy and its capability to ensure that all students are provided educational opportunities in the least restrictive educational environment. The problem studied was that many students with disabilities who are unable to find academic success within an inclusive academic environment are typically transitioned into a more restrictive—or substantially separate—alternative ...

Don't Poke The Bear - A Project Report, Nicole Kontolefa, Grace Cannon

Pedagogy and Theatre of the Oppressed Journal

In 2018, four applied theatre practioners created a forum theatre play and workshop for a small Wyoming community. They wanted to engage participants in a dialogue about inclusion, racism and homophobia, in particular how it manifests in a state known as the "Equality State."

Forum theatre focuses on a protagonist experiencing oppression and how they may break their own bonds. In this report, two of the facilitators and creators reflect on how using forum theatre to follow the actions (or inaction) of a potential ally in a play about the exclusion of a gay woman of color was useful in ...

A Continued Theatre Of The Oppressed, Tania S. Cañas Dr

Pedagogy and Theatre of the Oppressed Journal

Abstract: A Continued Theatre of the Oppressed

There have been calls within the Theatre of the Oppressed community for a development of a poetics of the oppressor, a form of Theatre of the Oppressor; as an extension and reimagining of Theatre of the Oppressed (Chinyowa 2014, Harrison &Weinblatt 2011) Such calls centre on three main points: a less binary framing of oppressor-oppressed, developing allyship from the oppressor who is in a resourced position to make material structural changes, and finally as a call towards an increased dialogue through inclusion. Theatre of the Oppressed has a close relationship with social change, struggle[1] and liberation; a theatre of the oppressor thus brings with it questions about the oppressor’s role within social and political dialogue and change. Despite the contextual sifts from the global north to the global south that saw the development of rainbow of desire (1995); Augusto Boal continued to reiterate a theatre of the oppressed ...

Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,

Journal of Critical Scholarship on Higher Education and Student Affairs

To meet the needs of the evolving student demographics that has seen a 300% increase in URM college going rates, higher education institutions began developing the Chief Diversity Officer (CDO) position to govern and lead their mission as it relates to diversity, equity, and inclusion. More than 60 colleges have created a CDO position over the last 20 yeas with many more heading in that direction. However, because CDOs are relatively novel in the higher education space, the leading authority of diversity officer research, the National Association of Diversity Officers in Higher Education (NADOHE), developed a set of guidelines to ...

Are They Safe? Are They Fed?: Reimagining Inclusion In Schooling During A Pandemic, Teresa Anne Fowler

Northwest Journal of Teacher Education

This paper, using the method of currere, offers a rendering of the relationship between technology, inclusion, and social justice within education amid a walking through of Roy's Pandemic as a Portal metaphor. Educators are sitting in a critical moment to which pedagogic approaches can shift from educators responded to students assumed needs towards students expressed needs as we are seeing happening during the global pandemic.

University Of Maine Diversity Leadership Institute, University Of Maine Division Of Lifelong Learning

University of Maine Racial Justice Collection

"As a group we learned and explored all of the intricacies of diversity, which helped us to examine our own experiences, beliefs, and actions. I am very glad that I was given the opportunity to participate in UMDLI. I didn't really know what to expect at first, but the experience has affected me in so many ways. I have learned so much through readings, videos, presentations, conversations and activities, I have met amazing people that I hope will remain my friends long after we depart, and I have looked deeply into my own experiences and beliefs. I hope that ...

Building Racial Coalitions: Limitations And New Directions To Teaching “White Privilege”, Eric César Morales

Race and Pedagogy Journal: Teaching and Learning for Justice

In this article, I pull from critical race theory, psychology, and philosophy to deconstruct the underlying psychological components that lead to “white fragility,” and I explore the limitations in current pedagogical approaches to teaching privilege. I argue that we adopt a more nuanced and context based understanding of “white privilege,” one that breaks down the concept into its two constituent parts: the “privilege/adversity paradigm” and “colonizer alignment privilege.” In the former, basic human physical or cultural traits are presented to students as capable of being beneficial or detrimental depending on context. In the latter, the ways in which people ...

Public-Private Partnerships In Education: A Vertical Case Study Of The Right To Education Act (2009), India, Sheetal Gowda

Graduate Doctoral Dissertations

One of the most contentious issues that elicits heated debates in the field of international and comparative education is the role of private actors in the provision of educational services using public monies. As the programmatic idea of public-private partnerships (PPPs) gains momentum internationally, educational PPPs has emerged as a key strategy in reducing educational and social inequities. Despite growing research evidence suggesting the contrary, the neo-liberal agenda of positioning PPPs as the best mechanism for achieving educational rights enshrined in international declarations and national constitutions continue to be perpetuated. Of particular relevance to this study is Section 12(1 ...

How Can Libraries Move Towards A More Inclusive Model Of Reference? A Practical Approach To Serve Distance Students, Lauren Puzier, Camille Chesley, Amanda M. Lowe

University Libraries Faculty Scholarship

Research consultations are a valuable service offered by academic libraries for students who are able to visit the library, however, many students enrolled in online degree programs or considering enrollment have limited access to campus services. We designed and tested a virtual reference consultation service for distance learners and graduate students. This interactive poster outlines a practical approach for designing and initiating a virtual research consultation service to offer equitable access to library services and a positive user experience for distance learners.

Exploring The Motivations And Perceptions Of First-Generation Doctoral Students Abstract, Saige Hill

College of Business (Strome) Posters

Diversity, equity, and inclusion are words that spark the attention of the public and private sectors alike. Institutions such as universities, government agencies, and nonprofit organizations are taking the initiative to challenge conventional attitudes and foster equity within their communities. Academia is one discipline that is experiencing a significant shift towards increased diversity and inclusion, but much work is needed to further promote equity. Disparities in education are among the most significant factors that impact long-term success. Beginning in primary school, children who are not afforded quality education are placed at a lifelong academic disadvantage. They are also less likely ...

Rockets: Reaching Our Community Through Kindness, Education, Togetherness And Stem – A Sustainable Communities Project In Sumter County, Georgia, Crystal Perry

National Youth Advocacy and Resilience Conference

This poster session highlights the ROCKETS program implemented in Sumter County Schools through UGA Extension. Through the ROCKETS Project in-school sessions, youth with disabilities are provided additional opportunities to belong to a larger group of youth through the Georgia 4-H Program. The ROCKETS Project focuses on Agricultural literacy and STEM education as content areas to cultivate, recruit and graduate the next generation of a highly-skilled diverse workforce.

Diversity, Equity, And Inclusion At Umaine Report, Robert Dana

University of Maine Racial Justice Collection

Report on diversity, equity, and inclusion at the University of Maine for students, faculty, staff, and visitors.

Interview With Judith Ramaley, Judith A. Ramaley, Liza Schade

Conflict Resolution Oral Histories

Judith Ramaley was interviewed by Liza Schade on May 22, 2020, in Portland, Oregon. Also participating in the interview are Patricia Schechter and Cleophas Chambliss.

In this interview, Dr. Ramaley discusses the issues at the forefront of her presidency in the 1990s, lessons learned from strategizing severe budget cuts that followed the passage of Measure 5 in 1990, ideas behind the new University Studies curriculum, and diversifying student and faculty demographics and creating safer and more inclusive university spaces.

“Well, I’M Thinking About Horse Poverty”: Teaching And Learning About Social Justice And The Arts With Elementary School Students, Sophie Kennen

Senior Capstone Projects

This paper analyzes a social justice arts program that I developed and taught to third, fourth, and fifth grade students at one school in the Poughkeepsie, NY area. I begin this project by considering my own experiences in art class as an elementary school student, and analyzing the strengths and weaknesses of my school’s art curriculum. Next, I take a multidisciplinary approach to evaluate the current literature on social justice arts education. In this section, I define the characteristics of a high-quality social justice arts program and analyze commonly-available arts education resources for teachers. I continue with an outline ...

The Limits Of Inclusion: Teacher Beliefs And Experience With Inclusion Of Students With Learning Disabilities, Allegra Johnson

LMU/LLS Theses and Dissertations

General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a ...

The Challenge Of Monoculturalism: What Books Are Educators Sharing With Children And What Messages Do They Send?, Helen Adam, Caroline Barratt-Pugh

ECU Publications Post 2013

The importance of recognising, valuing and respecting a child’s family, culture, language and values is increasingly articulated in educational policy. Diversity and inclusion are central themes of the guiding principles of early childhood education and care in Australia. Children’s literature can be a powerful tool for extending children’s knowledge and understandings of themselves and others who may be different culturally, socially or historically. However, evidence suggests many settings provide monocultural book collections which are counterproductive to principles of diversity. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature ...