This book is a resource for experienced and newly interested faculty alike to honestly explore the common challenges of diversity, equity ,and inclusion.
This book is a resource for experienced and newly interested faculty alike to honestly explore the common challenges of diversity, equity ,and inclusion.
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
Inhaltsangabe
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 Kelly 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
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 Kelly 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
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