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Race, Equity, and the Learning Environment The Global Relevance of Critical and Inclusive Pedagogies in Higher Education
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Abstract: At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.
Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.
The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students’ varying social, psychological, physical and/or emotional needs.
This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the “whole” student in the teaching and learning process. (From the Publisher)
Table Of Content:
Foreword (Lori D. Patton)
Acknowledgements
Introduction: Critical and Inclusive Pedagogy: Why the Classroom Is All it’s Cracked Up to Be (Chayla Haynes)
Section I. How We Think About Our Work
ch. 1 Advancing a Critical and Inclusive Praxis: Pedagogical and Curriculum Innovations for Social Change in the Caribbean (Saran Stewart)
ch. 2 A Democratic Pedagogy for a Democratic Society: Education for Social and Political Change (T-128) (Eileen de los Reyes, Hal Smith, Tarajean Yazzie, Yamila Hussien, and Frank Tuitt; with contributions by José Moreno, Anthony De Jesus, Dianne Morales, and Sarah Napier)
ch. 3 Pursuing Equity Through Diversity: Perspectives and Propositions for Teaching and Learning in Higher Education (Liza Ann Bolitzer, Milagros Castillo-Montoya, and Leslie A. Williams)
Section II. How We Engage in Our Work
ch. 4 Humanizing Pedagogy for Examinations of Race and Culture in Teacher Education (Dorinda J. Carter Andrews and Bernadette Castillo)
ch. 5 Radical Honesty: Truth-Telling as Pedagogy for Working Through Shame in Academic Spaces (Bianca C. Williams)
ch. 6 Using the Barnga Card Game Simulation to Develop Cross-Cultural Thinking and Empathy (David S. Goldstein)
ch. 7 Campus Racial Climate and Experiences of Students of Color in a Midwestern College (Kako Koshino)
Section III. Measuring the Impact of Our Work
ch. 8 De-Racializing Japaneseness: A Collaborative Approach to Shifting Interpretation and Representation of “Culture” at a University in Japan (Ioannis Gaitanidis and Satoko Shao-Kobayashi)
ch. 9 Unsung Heroes: Impact of Diverse Administrators on the Creation of the Transformative, Affirming, and Equitable Learning Environments (Stella L. Smith)
ch. 10 Dehumanizing and Humanizing Pedagogies: Lessons From U.S. Latin@ and Undocumented Youth Through the P-16 Pipeline (Lisa Martinez, Maria Salazar, and Debora Ortega)
ch. 11 Critical Pedagogy and Intersectional Sexuality: Exploring Our Oppressions and Privileges Through Reflexivity, Responsibility, and Resistance (Haneen Ghabra, Sergio Juarez, Shanna Kattari, Miranda Olzman, and Bernadette Calafell)
Conclusion: Inclusive Pedagogy 2.0: Implications for Race, Equity, and Higher Education in a Global Context (Frank Tuitt The Editors and Contributors)
Click Here for Book Review
Abstract: At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.
Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.
The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students’ varying social, psychological, physical and/or emotional needs.
This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the “whole” student in the teaching and learning process. (From the Publisher)
Table Of Content:
Foreword (Lori D. Patton)
Acknowledgements
Introduction: Critical and Inclusive Pedagogy: Why the Classroom Is All it’s Cracked Up to Be (Chayla Haynes)
Section I. How We Think About Our Work
ch. 1 Advancing a Critical and Inclusive Praxis: Pedagogical and Curriculum Innovations for Social Change in the Caribbean (Saran Stewart)
ch. 2 A Democratic Pedagogy for a Democratic Society: Education for Social and Political Change (T-128) (Eileen de los Reyes, Hal Smith, Tarajean Yazzie, Yamila Hussien, and Frank Tuitt; with contributions by José Moreno, Anthony De Jesus, Dianne Morales, and Sarah Napier)
ch. 3 Pursuing Equity Through Diversity: Perspectives and Propositions for Teaching and Learning in Higher Education (Liza Ann Bolitzer, Milagros Castillo-Montoya, and Leslie A. Williams)
Section II. How We Engage in Our Work
ch. 4 Humanizing Pedagogy for Examinations of Race and Culture in Teacher Education (Dorinda J. Carter Andrews and Bernadette Castillo)
ch. 5 Radical Honesty: Truth-Telling as Pedagogy for Working Through Shame in Academic Spaces (Bianca C. Williams)
ch. 6 Using the Barnga Card Game Simulation to Develop Cross-Cultural Thinking and Empathy (David S. Goldstein)
ch. 7 Campus Racial Climate and Experiences of Students of Color in a Midwestern College (Kako Koshino)
Section III. Measuring the Impact of Our Work
ch. 8 De-Racializing Japaneseness: A Collaborative Approach to Shifting Interpretation and Representation of “Culture” at a University in Japan (Ioannis Gaitanidis and Satoko Shao-Kobayashi)
ch. 9 Unsung Heroes: Impact of Diverse Administrators on the Creation of the Transformative, Affirming, and Equitable Learning Environments (Stella L. Smith)
ch. 10 Dehumanizing and Humanizing Pedagogies: Lessons From U.S. Latin@ and Undocumented Youth Through the P-16 Pipeline (Lisa Martinez, Maria Salazar, and Debora Ortega)
ch. 11 Critical Pedagogy and Intersectional Sexuality: Exploring Our Oppressions and Privileges Through Reflexivity, Responsibility, and Resistance (Haneen Ghabra, Sergio Juarez, Shanna Kattari, Miranda Olzman, and Bernadette Calafell)
Conclusion: Inclusive Pedagogy 2.0: Implications for Race, Equity, and Higher Education in a Global Context (Frank Tuitt The Editors and Contributors)