Conveners Participants |
Diversity Pedagogies Seminar
In response to the need to address diversity in the undergraduate curriculum, the Center
for Curriculum Transformation, the Center for Teaching and Learning and the Simpson
Center for the Humanities offered a Diversity Pedagogies Seminar beginning in Winter
2011. The seminar convened interested faculty members with interest and expertise in
diversity pedagogies to review current research and discuss the questions and issues that
arise. Departments across the University offer courses that provide opportunities to
broaden and deepen student understanding of the varied histories, societies, political
structures, literatures, arts, and cultures of the U.S. and the world. Instructors teaching
such courses often encounter serious challenges when attempting to engage students in
the critical analysis of race, gender, ethnicity, disability, sexuality, class, nation, and
religion.
Purpose
The Diversity Pedagogies Seminar explores current practice in teaching about diversity
and different pedagogies that assist in negotiating difference in the classroom. Faculty
participants
seek to define issues and opportunities, share practices and resources, and
develop communities of understanding and a leadership cohort to promote curricular and institutional change supportive of diversity.
Participants
Selected Bibliography
Anderson, R.C. (2006). Teaching (with) disability: Pedagogies of lived experience.
Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.
Banks, C.A.M., & Banks, J.A. (1995). Equity pedagogy: An essential component of
multicultural education. Theory into Practice, 34(3), 152-158.
Bryson, M., & De Castell, S. (1993). Queer pedagogy: Praxis makes im/perfect.
Canadian Journal of Education, 18(3), 285-305.
Center for Instructional Development & Research. (2008). Inclusive Teaching.
University of Washington. Accessed January 27, 2011.
Edwards, R.A.R. (2006). Teaching deaf history. Radical History Review, 94, 183-190.
hooks, bell. (1995). Teaching to transgress: Education as practice of freedom. New York: Routledge.
Knoll, K. (2008). Feminist disability studies pedagogy. Feminist Teacher, 19(2), 122-133.
Kornasky, L. (2009). Identity politics and invisible disability in the classroom. Inside
Higher Education, March 17.
Price, M. (2007). Accessing disability: A non-disabled student works the hyphen. College Composition and Communication, 59(1), 53-77.
Vidali, A., Price, M., & Lewiecki-Wilson, C. (2008). Disability studies in the undergraduate classroom. Disability Studies Quarterly, 28(4).
Resources
Difficult Dialogues Project: Southeast Asian American Pluralism