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Articles 1 - 25 of 25
Full-Text Articles in Education
On Teaching Diversity And Inclusion, Clara Bradbury-Rance
On Teaching Diversity And Inclusion, Clara Bradbury-Rance
Feminist Pedagogy
In 2020, I was asked to design a module called “Diversity and Inclusion in Practice” for a new online MA. To design a module around this theme was to reckon with a paradox. Scholars such as Sara Ahmed, working across feminist, queer, and critical race studies, have given us theoretical and methodological frameworks not simply for celebrating “diversity” but for exploring this term itself as a function of power. While the use of terms such as diversity and inclusion may be a strategic necessity for social justice work around higher education’s current agenda, this “language of diversity” (Ahmed 2012: 51) …
Exploring The Purdue Teacher Education Program: Focus On Diversity, Equity, And Social Justice, Julia Pirrello
Exploring The Purdue Teacher Education Program: Focus On Diversity, Equity, And Social Justice, Julia Pirrello
The Journal of Purdue Undergraduate Research
During this time of heightened awareness of social injustices via Black Lives Matter protests, the #MeToo movement, and the COVID-19 pandemic, it is important to ensure that teacher preparation curriculum includes attention to knowledge and skills related to social justice issues in education. Th e purpose of this study was to investigate the ways in which social justice, diversity, and equity are addressed in the foundational courses of the Purdue Teacher Education Program (PTEP). McDonald (2005) proposed a framework in which social justice is integrated across all experiences (e.g., courses, activities, clinical placements) in a teacher education program. In an …
The Evolution Of Antiracist Pedagogical Work: Pushing Diversity, Equity, And Inclusion To Undermine Oppressive Structures In Our Communication Classrooms, Kristen P. Treinen
The Evolution Of Antiracist Pedagogical Work: Pushing Diversity, Equity, And Inclusion To Undermine Oppressive Structures In Our Communication Classrooms, Kristen P. Treinen
Communication and Theater Association of Minnesota Journal
In this paper, I explore the evolution of antiracist pedagogy. This paper helps to answer for communication educators: How did antiracist pedagogy emerge? Why did antiracist pedagogy emerge? Who does antiracist pedagogy serve? Exploring the historical context of multiculturalism, critical pedagogy, critical multiculturalism, antiracist pedagogy, and Whiteness studies provides a broad range of theoretical perspectives on multiculturalism as well as the how and why antiracist pedagogy emerged as a site for study. After reading this essay, educators should understand the need to push DEI to include antiracist work in our research, classrooms, and educational initiatives with our future educators, graduate …
Looking For Inclusivity In Higher Ed? Start In The Classroom!, Michelle C. Carpenter
Looking For Inclusivity In Higher Ed? Start In The Classroom!, Michelle C. Carpenter
Atlantic Marketing Journal
The rallying cry for inclusivity has never been greater in higher education. As professors look for ways to ensure all sociocultural perspectives are present in their course activities, lectures and discussions, many questions remain beginning with who should be addressing these issues as well as how exactly this might be accomplished. Increasingly more faculty are opening their classrooms to this discussion, even if diversity is not a required element of their course. Exit interviews conducted in Spring 2021 with senior marketing majors at a Mid Atlantic University provided an opportunity for students to share their perceptions about inclusivity and what …
Exploring Compassion For The Community And Diversity Through Nursing Experiential Learning, Jaime Sinutko, Nadine Wodwaski, Brooklin Adams
Exploring Compassion For The Community And Diversity Through Nursing Experiential Learning, Jaime Sinutko, Nadine Wodwaski, Brooklin Adams
Experiential Learning & Teaching in Higher Education
Background: The aim of Jesuit education is total growth leading to action (Jesuit Institute, 2014a), plus higher Jesuit education seeks to transform students through examining the world around them. The promotion of experiential learning is noted in Ignatian Pedagogy (2014a) by urging the whole person to enter the learning experience. Nursing education, at a Jesuit University, involves educating the whole person within a service-oriented profession. Thus, experiential learning in a nursing course at a Jesuit University is an active component of Ignatian pedagogy, promoting Jesuit values and Catholic identity. This has been challenging since the COVID-19 pandemic forced universities to …
Welcoming And Inclusive Farmers Markets: A Community Of Practice To Encourage Diversity, Equity, And Inclusion, Jaclyn Pace, Regan Emmons, Kelsey Hall, Celina Wille, Lacee Jimenez, Carrie Durward, Roslynn Brain-Mccann
Welcoming And Inclusive Farmers Markets: A Community Of Practice To Encourage Diversity, Equity, And Inclusion, Jaclyn Pace, Regan Emmons, Kelsey Hall, Celina Wille, Lacee Jimenez, Carrie Durward, Roslynn Brain-Mccann
Outcomes and Impact Quarterly
Farmers markets, as vibrant hubs for community connection and stimulus to the local economy, often have staff, vendor, and customer demographics that are predominantly white. The Utah Farmers Market Network (UFMN) convened a Diversity, Equity, and Inclusion Community of Practice with market managers statewide to assist markets in becoming more welcoming and inclusive of historically excluded populations.
Social Justice In The Teacher Education Program Curriculum, Julia Pirrello
Social Justice In The Teacher Education Program Curriculum, Julia Pirrello
The Journal of Purdue Undergraduate Research
No abstract provided.
On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins
On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins
Journal of Multicultural Affairs
This paper is a joint account of an experience with a microaggression between a doctoral candidate, Ashley, and her doctoral advisor Dr. Blevins in Baylor’s EdD Learning and Organizational Change program ( EdD LOC). The microaggression took place in a virtual learning setting during the COVID-19 pandemic. This story recounts the moment of the offense, how the harm was repaired, and what each felt and learned from the exchange. Ashley and Dr. Blevins partnered to share their perspectives, and both authors hope this paper will shed light on the topic of microaggressions, by raising awareness, cultivating dialogue on the topics …
Catholics & Cultures: A Panoramic View In Search Of Greater Understanding, Stephanie M. Wong
Catholics & Cultures: A Panoramic View In Search Of Greater Understanding, Stephanie M. Wong
Journal of Global Catholicism
While internet-based technologies can open up greater awareness of the world or create self-perpetuating echo-chambers, the Catholics & Cultures project aspires to do the former. Aiming to ‘widen the lens’ on the variety of Catholic communities and practices, the site delivers on this goal by introducing viewers to a vast array of articles, pictures and videos from around the world. The organization of the site by country and by certain key features of lived Catholicism offers some interpretive guidance. However, the project could be strengthened as a pedagogical resource if it were more extensively thematized and hosted reflections on potential …
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
Australian Journal of Teacher Education
This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.
Who’S Curating?: Situating Autohistorias-Teorías In The Archives, Leslie C. Sotomayor, Julie M. Porterfield
Who’S Curating?: Situating Autohistorias-Teorías In The Archives, Leslie C. Sotomayor, Julie M. Porterfield
Artizein: Arts and Teaching Journal
During the 2018-2019 academic year, we collaborated to facilitate a workshop for students in an Art Education course, using archival material from the Eberly Family Special Collections Library at Penn State. The course centered on diversity, pedagogy, and visual culture. Using our respective expertise in Art Education and primary source literacy, we chose the design and scope of the two-day workshop and subsequent assignment as a reflection for our passion for feminist theorizing and reimagining the academic White patriarchal canon in a predominantly White institution. As critical, feminist pedagogues, and in an effort to match the course theme, we chose …
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Journal of Curriculum, Teaching, Learning and Leadership in Education
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …
Student Reflections On Position And Experiences In The Doctors Of Tomorrow Program, Gurjit Sandhu, Emily N. Flagler, Kaustubh Prabhu, Paula T. Ross
Student Reflections On Position And Experiences In The Doctors Of Tomorrow Program, Gurjit Sandhu, Emily N. Flagler, Kaustubh Prabhu, Paula T. Ross
The Qualitative Report
Racial diversity in the medical field remains elusive. Actively engaging high school students from communities underrepresented in medicine (URiM) through pipeline programs has been identified as a viable strategy to support diversification of the U.S. physician population. However, students’ perspectives toward these programs remains unclear. In this study, we aim to elicit insights of URiM students matriculating to postsecondary education who participated in the Doctors of Tomorrow (DoT) program to better understand their experiences. Semi-structured interviews were conducted with 14 of the 17 high school students from the inaugural year of DoT. We explored URiM students’ experiences during DoT involvement, …
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Scholarship and Engagement in Education
Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
Occasional Paper Series
This paper illustrates the need for direct acknowledgement and support of children and faculty of color in inclusive educational settings. Muslin recounts her experiences at many different schools and how each offered a new perspective on diversity. The most profound impacts she has made in her community stem from her work at Bank Street School for Children, where she and her fellow faculty recognized the importance of having separate meetings and focus groups devoted to the concerns of people of color within the institution.
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Occasional Paper Series
An introduction to this Occasional Paper, in which four educators describe their approaches to tough topics in the classroom—gender, sexual identity, death, and diversity. Despite differing subject matter, the essays have much in common from which we can learn. An important commonality is the involvement of at least three kinds of learning— cognitive, emotional, and social.
Why Black Lives (Must) Matter At Uk, Nicole Martin
Why Black Lives (Must) Matter At Uk, Nicole Martin
Greater Faculties: A Review of Teaching and Learning
As a university committed to creating inclusive learning environments, we must remember that our pedagogical practices and philosophies are not crafted in insolation from our social, political, and cultural environments. The psychic and emotional injury spurred by the events of the summer of 2016 will continue to reverberate across campus as we move into the fall semester. When we boldly address the lingering effects of trauma through our pedagogical practices, we demonstrate how the campus actively creates space for the civic development of students, staff, faculty, and administration.
Using Visible Thinking Routines To Teach About The Impact Of Colonialism On Race Within The Language Arts Classroom, Carol Kelly
Using Visible Thinking Routines To Teach About The Impact Of Colonialism On Race Within The Language Arts Classroom, Carol Kelly
Language Arts Journal of Michigan
Particularly within Language Arts, the curriculum has historically been based around the classics of Literature, which are heavily dominated by wealthy white men. Finding suitable materials to teach from, whilst still providing the background knowledge of the traditional canon, is a challenge to effective teaching about diversity. I am aware that I come from a culture of whiteness, and this makes me wary of my own biases when teaching about cultural diversity. When approaching this topic I have drawn upon a variety of resources, and this paper will use a mixture of academic research, teaching materials, and self study to …
Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland
Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland
Australian Journal of Teacher Education
Since the turn of the century there has been an increasing focus on inclusive education in Australian schools, and growing interest in understanding how the values of pre-service teachers impact on their willingness to implement inclusive principles in their future classrooms. The current qualitative study explored the values and views toward diversity and inclusion of pre-service teachers at one university in Queensland, Australia. Results showed that first and fourth year pre-service teachers held similar ideas about the values that teachers should have, and showed congruence between their own personal values and teacher values. Fourth year students who had undertaken an …
Bailamos Juntos: Salsa En Los E.E.U.U. Y El Mundo, Betty Tran
Bailamos Juntos: Salsa En Los E.E.U.U. Y El Mundo, Betty Tran
First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience
This composition traces the history of Cuban-American cultural identity formation through the lens of music and dance. As the author explains, Cuban immigrants cultivated a rich music and dance culture in New York City by creating a series of Latin and Afro-Cuban music genres and dances that brought diverse groups of people together. As a Vietnamese-American woman, Tran sees several connections between her family’s Vietnamese heritage and the cultural histories of Cubans who came to the United States as refugees seeking asylum from political oppression. As a first-generation college student, Tran believes it is important to share this composition as …
Putting ‘Maori’ In The Mainstream: Student Teachers' Reflections Of A Culturally Relevant Pedogogy, Steven S. Sexton
Putting ‘Maori’ In The Mainstream: Student Teachers' Reflections Of A Culturally Relevant Pedogogy, Steven S. Sexton
Australian Journal of Teacher Education
This paper reports on student teachers experiences of an education program that was explicitly designed to be grounded in both Kaupapa Māori and mainstream pedagogy. This program started from the Kaupapa Māori view to be Māori as Māori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa Māori approach was taken in this qualitative study that used participant driven spiral discourse. The paper suggests that this combined Kaupapa Māori and mainstream approach allowed these student teachers to find their place in education. Conclusions suggest that a culturally relevant pedagogy modeled as good teaching …
Rethinking Constructivism In Multicultural Contexts: Does Constructivism In Education Take The Issue Of Diversity Into Consideration?, Gyseon Bae
Essays in Education
This paper is an attempt to understand whether and, if so, how one particular prospective learning theory in education really deals with the issue of diversity. As a prospective learning theory, epistemology, and methodology, constructivism emphasizes non-transmitted ways of classroom instruction, and its conduciveness to student learning has been well documented. However, most research concerning constructivism has been conducted in relatively stable linguistic, ethnic, and cultural contexts; relatively few studies have critically analyzed the process of teaching and learning when constructivism is applied to contexts involving linguistic, cultural, or ethnic diversity. In the paper, the author discusses the major assumptions …
Public Discourse On Ethnic Diversity And Improvement Of Formal Education, Ibpp Editor
Public Discourse On Ethnic Diversity And Improvement Of Formal Education, Ibpp Editor
International Bulletin of Political Psychology
This article presents a commentary on the belief that ethnic diversity improves the quality of formal education.
Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 1, Spring 1997 (Full Issue), Journal Staff
Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 1, Spring 1997 (Full Issue), Journal Staff
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.