How to Incorporate Equity and Justice in Your Teaching

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How to Incorporate Equity and Justice in Your Teaching

9781035318193 Edward Elgar Publishing
Edited by Don C. Sawyer III, Vice President for Diversity, Inclusion and Belonging and Associate Professor of Sociology, Fairfield University, JT Torres, Assistant Professor of English and Director of the Center for Teaching and Learning, Quinnipiac University and Suzanne S. Hudd, Professor, Department of Sociology, Quinnipiac University, US
Publication Date: April 2024 ISBN: 978 1 03531 819 3 Extent: c 192 pp
How to Incorporate Equity and Justice in Your Teaching advocates for radical inclusivity in the contemporary social science classroom. Including a range of adaptable course materials, this forward-thinking book will enable instructors working at a range of levels to integrate equity and social justice into their practice.

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Critical Acclaim
Contributors
Contents
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How to Incorporate Equity and Justice in Your Teaching advocates for radical inclusivity in the contemporary social science classroom. Including a range of adaptable course materials, this forward-thinking book will enable instructors working at a range of levels to integrate equity and social justice into their practice.

Editors Don C. Sawyer III, JT Torres and Suzanne S. Hudd encourage instructors to broaden their understanding of the institutional and societal contexts in which their classes are taught, as well as the demographic makeup of their student bodies. The book further suggests flexible frameworks and strategies for effectively engaging in socially just pedagogical activities, where multiple perspectives are empowered and classroom community is forged. It models a reflective, lifelong approach towards equity; one that engenders a temperament that can readily be applied outside of the classroom to facilitate wider social justice initiatives in the workplace and in society at large.

A crucial read for academics, scholars and researchers in higher education and teaching methods in the social sciences, this book will also be a blueprint for increasing inclusivity in the classroom, benefitting instructors beginning their diversity equity and inclusivity training, as well as institutional administrators who oversee faculty programming.
Critical Acclaim
‘At a time when more attention and care is needed to both attend to the practice of teaching and the students we serve, the scholars in this book have intentionally surfaced the depth of love needed, and the ways in which it can be meaningfully practiced.’
– Bryan Dewsbury, Florida International University, US

‘In this seminal book, How to Incorporate Equity and Justice in Your Teaching, each contribution helps us understand that there is no liminal space in education. Either we are working towards emancipation for traditionally marginalized students—by drawing on their a priori interests and expertise—or we are haphazardly (and detrimentally) foisting our epistemological sensibilities and ways of meaning/understanding on them. There is no middle ground. Each author is challenging us to do better by radically reimagining pedagogy as a tool for liberation and, ultimately, for real justice.

Sometimes “text” books in this vein leave you with more questions than answers. That is not the case with this book as it, seamlessly, interweaves both the theory and the practice (praxis) in justice-centered education, generally, and justice-advancing pedagogy more specifically. Therefore, the most pressing question is this: are you in? Are you ready to reimagine your pedagogy so that it reaches all of the students you serve? Read this book and you will be imminently more prepared to do just that!''
– Jeremiah J. Sims, author of Revolutionary STEM Education: Critical-reality Pedagogy and Social Justice in STEM for Black Males

‘This book is invaluable: it offers comprehensive and novel understandings of how to integrate equity and justice into our learning environments. Featuring contributions from well-respected experts, I highly recommend this book to teachers and scholars who are committed to supporting diverse students.’
– Mollie Dollinger, Curtin University, Australia
Contributors
Contributors include: Tracie Marcella Addy, Diane Ariza, Justina Brown, Dèsa K. Daniel, Emily Diaz, Esau Greene, Christopher Hakala, Suzanne S. Hudd, Emma McMain, Xyanth N. Neider, Ameena Payne, Tara B. Perry, Gillian A. Rai, Anna Santinucci, Don C. Sawyer III, JT Torres
Contents
Contents:

Foreword viii
Introduction: the personal is political—lived experiences of
inclusive teaching 1
Don C. Sawyer III, JT Torres and Suzanne S. Hudd

PART I SPACES FOR SOCIAL JUSTICE
1 Why it matters: student perspectives on learning and
experiencing social justice 14
Emily Diaz, Esau Greene and Suzanne S. Hudd
2 A Chief Diversity Officer’s perspective: advocacy and
allyship—how can I help? 31
Diane Ariza
3 Taking a position: theoretical frameworks that support
inclusive pedagogy 49
Don C. Sawyer III and JT Torres

PART II EQUITABLE COURSE DESIGN
4 Embracing the sociality and emotionality of learning
through a Critical Pedagogy of Discomfort and Compassion 62
Emma McMain
5 The holistic syllabus: a path to inclusion and equity in education 84
Gillian A. Rai
6 Care-full feedback: “cultivating your soul and filling your
heart-space” 110
Ameena L. Payne and Dèsa K. Danie

PART III EQUITABLE COURSE PRACTICE
7 Decentering whiteness, centering Blackness responsibly:
building a classroom environment for difficult dialogues 134
Xyanthe N. Neider, Justina Brown and Tara B. Perry
8 Compassionate and considerate teachin: a two-way street 158
Christopher Hakala and Anna Santucci
Suzanne S. Hudd, Don C. Sawyer III and JT Torres
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