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Teaching and learning for social justice and equity in higher education : virtual settings / / Laura Parson and C. Casey Ozaki, editors
| Teaching and learning for social justice and equity in higher education : virtual settings / / Laura Parson and C. Casey Ozaki, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (353 pages) : illustrations |
| Disciplina | 378.001 |
| Soggetto topico |
Education, Higher - Philosophy
Internet in education Social justice and education Distance education Computer conferencing in education Educació superior Internet en l'ensenyament Justícia social Ensenyament a distància |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-88608-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910523897603321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and learning for social justice and equity in higher education : content areas / / edited by C. Casey Ozaki and Laura Parson
| Teaching and learning for social justice and equity in higher education : content areas / / edited by C. Casey Ozaki and Laura Parson |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (380 pages) |
| Disciplina | 378.0011 |
| Soggetto topico |
Social justice and education
Educació superior Justícia social |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-69947-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910484134903321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and learning for social justice and equity in higher education : co-curricular environments / / edited by Laura Parson, C. Casey Ozaki
| Teaching and learning for social justice and equity in higher education : co-curricular environments / / edited by Laura Parson, C. Casey Ozaki |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (215 pages) |
| Disciplina | 378.001 |
| Soggetto topico |
Education, Higher - Philosophy
Social justice and education Educació superior Justícia social |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-81143-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- Notes on Contributors -- List of Figures -- 1 Introduction -- 2 What Trans-Inclusive Curriculum Design Offers Title IX Processes -- Campus Sexual Violence Research and Practice -- Title IX -- Campus Adjudication Systems -- Compliance Culture -- Developing a Power-Conscious Framework -- Imagining More from Title IX Administration and Adjudication -- "But What Does This Actually Mean?": New Paths for Title IX Administration and Adjudication -- Suggestions for Further Reading -- References -- 3 Meeting People Where They Are, Without Meeting Them in Hell: A Tempered Radical Approach to Teaching Equity and Justice in Risk-Averse Environments -- Definitions -- What Are Risk-Averse Institutions? -- Our Positionality -- Tempered Radical Framework -- Recommendations for Facilitating Justice-Based Education in Risk-Averse Institutions -- Leveraging Power -- Finding Your Gateway -- Packaging Your Presentation -- Nuancing Socialization -- Identifying Accountability Partners -- Engaging in Identity-Based Caucusing -- Practicing Authenticity and Vulnerability -- Conclusion -- Appendix: What Do I Know I Know? -- References -- 4 Uncovering (w)hiteness: Developing a Critically-Informed Exercise for Higher Education Professionals -- Sharing (Present) Standpoint -- Defining (w)hiteness and Critical (w)hiteness Studies (CWS) -- Revealing (w)hiteness in HESA Professional's Perspectives and Practices -- Data Collection and Analysis -- What Assumptions Do (w)hite Educators Bring with Them to Their Work with Students? -- Monroe -- Rhoda -- Kristie -- Marlene -- What Systems and Structures Are Educators Working Within That Are Informed in (w)hiteness? -- Lanford -- Sawyer -- Training Exercise to Reveal (w)hiteness -- Pre-Training Exercise Learning Objectives -- Training Exercise Learning Objectives.
Post-Training Exercise Learning Objectives -- Post-Training Self-Review -- Closing -- Appendix: Vignettes* -- References -- 5 The Pervasive Whiteness of Service-Learning: The Case for Pedagogies of Humility -- Key Terms and Definitions -- Introduction -- Positionality -- Critical Service-Learning -- Critical Whiteness Pedagogy -- Pedagogies of Humility -- Implications for Practice -- Pedagogies of Humility in Practice -- Conclusions -- Appendix: Sample Activities -- Individual and Group Reflection -- Reflective Questions and Activities -- Activity 1: Self-Reflection -- Activity 2: Processing in Affinity Groups -- Suggestions for Further Reading -- 6 Facilitating Liberatory Relationships for Women of Color in Academia Through Mentorship -- Key Terms and Definitions -- Liberatory Mentorship -- History of Women of Color in Higher Education -- Approaching Mentorship Through Critical Pedagogy -- Engaged Pedagogy -- Sentipensante Pedagogy -- Methods -- Population -- Data Collection -- Analytic Methods -- Liberatory Mentorship for Women of Color -- Who -- How -- Why -- Conclusion -- Appendix: Facilitating Liberationships Questions -- Program Administrators -- Mentors -- Mentees -- Suggestions for Further Reading -- 7 Facilitating Major Choice with and Without Typology Assessments: An Action Research Project in an Introduction to Business Classroom -- Typologies Assessment and Their Use in Business Education -- Background -- Myers-Briggs Type Indicator (MBTI) -- StrengthsQuest -- Holland Career Theory/Strong Interest Inventory Assessment -- The Big Five-Factor Model -- Limitations of Typology Assessments -- The Action Research Study -- Procedures -- Sample -- Interventions -- Data Analysis -- Findings -- Majors Fair -- Program Champion -- Strong Interest Inventory -- Discussion -- Recommendations -- Conclusion. Appendix: Intervention Assignment Descriptions -- Majors Fair -- Program Champion Interview -- References -- 8 A Twenty-First-Century Teach-In for Inclusion and Justice: Co-curriculum at the Intersections of Scholarship, Activism, and Civic Engagement -- The Curriculum of the Day -- A Co-curricular, Mission-Centric Teach-In -- Social Justice Education -- What Is Needed in Liberal Education Today? -- Multiculturalism, Religious Diversity, and Intersectionality -- Inclusion vs. "Indoctrination" -- Initiatives and Reforms Stemming from the Teach-In -- Diversity Training -- BenTalks -- New Justice-Themed Learning Communities -- Committee on Inclusion and Diversity -- Hate-Bias Training -- Proposal of a Center for Inclusion, Diversity, and Social Justice -- Conclusion -- For Further Reading -- Appendix 1 -- Appendix 2 -- Appendix 3 -- References -- 9 An Inclusive Classroom: Ongoing Programs to Develop Faculty Awareness and Knowledge of Teaching Strategies -- Iowa State University -- Inclusive Classrooms -- Center for Excellence in Learning and Teaching (CELT) -- Creating an Inclusive Classroom Training Program at ISU -- From Voluntary to Mandatory Training -- Results -- Next Steps -- Appendix A -- Individual Action Plan for an Inclusive Classroom -- Opportunities to Promote Inclusion in My Course: -- Barriers and Strategies -- Action Plan -- My Support Team/Colleagues(s): -- Appendix B -- Mindful and Learner-Centered Syllabus Checklist -- Overall Syllabus -- Course Information -- Instructor Information -- Departmental Information -- Course Goals, Learning Outcomes, and Learning Objectives -- Describe Course Format -- Assignments (Papers, Quizzes, Exams, Projects, Etc.) -- How Will Students Be Evaluated? -- Course Policies -- Course Calendar -- Additional Learner-Centered Information. Consider Including These Examples of Inclusive, Professionalism, and Mutual Respect Statements -- Making Your Syllabus Matter -- Appendix C -- Strategies to Create an Inclusive Classroom -- Setting Guidelines to Establish a Positive Climate for Learning -- Opportunities to Promote Inclusion in My Classroom -- Self-Reflect on Your Teaching -- Before the Semester Begins -- During the Semester -- Following the Semester -- Opportunities to Promote Inclusion in My Classroom -- Course Design -- Syllabus -- Textbooks, Resources, and Presenting Content -- Opportunities to Promote Inclusion in My Classroom -- Teaching Strategies -- Building Community -- Encourage Active Learning -- Group Work -- Opportunities to Promote Inclusion in My Classroom -- Evaluation Practices -- Opportunities to Promote Inclusion in My Classroom -- Student Feedback -- References -- 10 Adoption of a Cross-Campus Community of Practice for the Implementation of Equity-Focused Faculty Development -- An Introduction to the Work -- Communities of Practice -- Communities of Practice in Faculty Development -- Communities of Practice in Diversity, Equity, and Inclusion Justice Education -- The Institutional Context and Case -- Approach -- Narratives -- Our CoP from the Perspective of a Faculty Fellow: Casey -- Our CoP from the Perspective of a Faculty Developer: Anne -- Our CoP from Perspective of a Student Affairs Professional: Stacey -- Discussion and Recommendations -- CoP and Institutional Boundary Crossing -- Learning and CoP -- Student Voices -- Future Directions -- Appendix: Gathering Student Focus Group Data -- References -- 11 Conclusion -- Index. |
| Record Nr. | UNINA-9910506392303321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||