Teaching through Challenges for Equity, Diversity, and Inclusion (EDI)

Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affective considerations; reflection for critical consciousness; and safe spaces and resistance. The chapters include: (1) Placing (dis)Ability Front and Center in EDI Studies (Hyun Uk Kim); (2) Not Just Accommodating: Pedagogy Beyond the Archetypical (Rory E. Kraft Jr. and Kevin Hermberg); (3) Teaching Indigenous Sovereignty in Multicultural America (Danica Sterud Miller); (4) The Paradox of Inclusion and Exclusion (Samira Y. Garcia, Tabitha L. McCoy, and Hoa N. Nguyen); (5) From Awareness to Action: Creating PSAs to Promote EDI (Stephanie Burrell Storms, Jay Rozgonyi, and Kathi Rainville); (6) Disturbing Voices: Literacy in the Archive and the Community (Betsy Bowen); (7) Awakening to Shame's Role in Privilege and Oppression (Kyle Forrest and Peter Thompson); (8) Know Thyself: Implicit Bias and Mindfulness (Paula Gill-Lopez); (9) Transforming Fear into Courage: EDI and Compassion-Based Learning (Josephine Pui-Hing Wong and Carla T. Hilario); (10) Tools for Raising a Critical Consciousness (Amy Bergstrom); (11) A Person-Centered Approach to Facilitate Students' Social Advocacy (Stephaney Morrison); (12) Anticipating Resistances and Leveraging a Response (Kim Barber); and (13) Curricular 'Safe Spaces': Clarifying Potential Misconceptions (Chris Adamo). [Foreword by Betty Overton.]