Promoting Inclusion and Justice in University Teaching

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Promoting Inclusion and Justice in University Teaching

A Transformative-Emancipatory Toolkit for Educators

9781035323449 Edward Elgar Publishing
Edited by Teresa M. Cappiali, Raoul Wallenberg Institute of Human Rights and Humanitarian Law (RWI), Sweden and Johanne Jean-Pierre, Department of Sociology, York University, Canada
Publication Date: 2024 ISBN: 978 1 03532 344 9 Extent: 278 pp
This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline, thanks to generous funding support from Lund University.

Promoting Inclusion and Justice in University Teaching offers a theoretical and practical contribution to ongoing debates concerning why and how we need to expand the goals of education in an increasingly diverse academia to enhance inclusivity and equity. It integrates a wide range of well-designed teaching activities grounded in the principles of transformative pedagogy into university settings to connect in-class teaching to social justice demands.

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Critical Acclaim
Contributors
Contents
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Promoting Inclusion and Justice in University Teaching offers a theoretical and practical contribution to ongoing debates concerning why and how we need to expand the goals of education in an increasingly diverse academia to enhance inclusivity and equity. It integrates a wide range of well-designed teaching activities grounded in the principles of transformative pedagogy into university settings to connect in-class teaching to social justice demands.

Expert contributors employ an array of constructivist and critical epistemological approaches, including indigenous, anti-racist, decolonial, feminist, and intersectional viewpoints, to conceptualize and elucidate their proposed pedagogical frameworks. Chapters demonstrate why and how theoretical and practical principles of transformative pedagogy can respond to the goal of making higher education classrooms not only more inclusive, but also transformative and empowering spaces for teachers and learners alike. The book addresses a crucial gap in higher education, offering a comprehensive toolkit tailored to both undergraduate and advanced students which encourages learners to create a positive social change.

Combining practical teaching methods and grounded pedagogical theory, this book will be a highly beneficial read for scholars and researchers teaching in a variety of fields in humanities and social sciences as well as those specializing in teaching and learning, curriculum and pedagogy, and teaching methods in a variety of disciplines. Its blueprint for increasing inclusion and equity in teaching will also benefit professionals and practitioners engaged in formal and non-formal education settings with adults and youth.
Critical Acclaim
‘Cappiali and Jean-Pierre’s book recognizes the limitations of empowerment-oriented pedagogies that are not applied to the task of social transformation and the disruption of oppression. Through a provocative blend of theory and practice, the authors call for a self-reflective approach to ensure co-learning, re-learning and re-imagining higher education instruction.’
– Felisa Tibbitts, UNESCO Chair in Human Rights and Higher Education, Utrecht University, the Netherlands

‘This book skillfully bridges the gap between transformative pedagogy theory and actionable classroom practices, offering educators in higher education a unique and invaluable toolkit for creating empowering learning environments. Through its innovative approach and strong connections between theory and praxis, it offers a new standard in the field, ensuring classrooms are both inclusive and transformative.’
– Edward W. Taylor, Penn State University, US

‘Paulo Freire has helped us develop a Freirean lens in the same way that we talk about Foucaultian, Derridian and Gramscian lenses. This has been applied to museums, literature, visual art and other areas where social justice and inclusion are at stake. This book and a few others show that the Freirean lens includes a vision of higher education geared towards social justice and which involves emancipatory critical enquiry.’
– Peter Mayo, University of Malta and Author of Higher Education in a Globalising World. Community Engagement and Lifelong Learning
Contributors
Contributors include: Carla Alexander, Kristina Berynets, Teresa M. Cappiali, Bruno de Oliveira Jayme, Catherine Etmanski, Axel Fredholm, Adrian Holzer, Johanne Jean-Pierre, Kaustuv Kanti Bandyopadhyay, Paul Kolenick, Wanda Krause, Malgorzata Kurjanska, Katie MacDonald, Yahia Mahmoud, Lilach Marom, Noa Milman, Tammy Lynn Pertillar, Oral Robinson, Kathy Sanford, Joyce Schneider,Ida Swan, Jessica Vorstermans, Angelina Weenie, Kimberley White, Alexander Wilson, Isabelle Zinn

Contents
Contents

Preface xi
1 Promoting inclusion and justice in university teaching:
why transformative-emancipatory activities matter 26
Teresa M. Cappiali and Johanne Jean-Pierre
2 A transformative-emancipatory pedagogy for higher
education: cultivating well-being and emancipatory goals
in diverse classrooms 44
Teresa M. Cappiali
3 Learning with and through the creation of an artefact 61
Carla Alexander and Kristina Berynets
4 Participatory pedagogy online: reflections from a Global
Leadership Virtual Field School 76
Catherine Etmanski, Wanda Krause and Kaustuv Kanti
Bandyopadhyay
5 Photovoice for transformative learning: an exploration in
graduate adult education 90
Paul Kolenick
6 The more, the better? An active learning tool on
unconscious bias in everyday decision-making 101
Malgorzata Kurjanska and Noa Milman
7 Building the classroom as a site of liberation: the ritual of
checking in and making space for polyvocality in digital
and physical classrooms 115
Katie MacDonald and Jessica Vorstermans
8 From recipients of skills to facilitators of socially robust
knowledge: teaching students in co-generative learning
and participatory methodology 126
Yahia Mahmoud and Axel Fredholm
9 What I would like my instructor to know about me:
a critical intercultural pedagogical activity 136
Lilach Marom
10 Museum Hacking as a tool in critical pedagogy 148
Bruno de Oliveira Jayme and Kathy Sanford
11 Songstyles and intersectionality:
teaching transformative Native American/First Nations music 162
Tammy Lynn Pertillar
12 The suspend-elucidate technique (SET): a pedagogical
activity to contest and re-narrativize commonly held beliefs 176
Oral Robinson and Alexander Wilson
13 Transforming colonizing frames of reference toward
comprehending and implementing the United Nations
declaration on Indigenous Peoples 191
Kicya7 Joyce Schneider
14 Miýikowisiwin: transformative pedagogy in Indigenous education 213
Ida Swan and Angelina Weenie
15 The Expanded Archive: research-creation as pedagogical praxis 223
Kimberley White
16 Blended think-pair-share with SpeakUp as inclusive and
engaging pedagogical activity 233
Isabelle Zinn and Adrian Holzer
17 Paving the way for a transformative-emancipatory
pedagogy through practical activities 244
Teresa M. Cappiali
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