Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 10, Number 3  

Diversity & Democracy
Volume 10,
Number 3
(2007)

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About This Issue
Featured Topic: Shared Futures
Civic Learning in a Diverse Democracy: Education for Shared Futures
Exploring Global Connections: Dismantling the International/ Multicultural Divide
Art and Social Action in Cambodia: Transforming Students into World Citizens
Deconstructing the American Dream through Global Learning
Africana Philosophy: Globalizing the Diversity Curriculum
Campus Practice
The Catalyst Trip: A Journey of Transformation
Recommitting and Re-Energizing Community Engagement in Post-Disaster New Orleans
Perspectives
Indigenous Peoples' Issues as Global Education: Theory and Activism in the Classroom
Improving Opportunities for Latino/a Students through Civic Engagement
Research Report
Advancing Cultural Literacy in the Core Curriculum
And More...
In Print
Resources
Opportunities

Resources

Dickinson College Office of Global Education

Dickinson College, a participating institution in AAC&U’s Shared Futures project, provides acclaimed study abroad experiences for undergraduate students. Recognized by the Institute of International Education for its high rate of study abroad participation, Dickinson’s Global Education program encourages students to integrate their global learning experiences (in twenty-four participating countries) with curricular and cocurricular activities at home. For more information on Dickinson’s model, visit the Office of Global Education Web site: www.dickinson.edu/global.

Pathologies of Power: Health, Human Rights, and the New War on the Poor, by Paul Farmer (Berkeley: University of California Press, 2005)

Paul Farmer’s analysis of the role “structural violence” plays in human suffering deeply influences the mission of the Shared Futures project. Through a series of examples drawn from his experiences as a medical doctor, Farmer argues that human suffering results not from individual abuses, but from interrelated systems that produce and perpetuate human rights violations. Farmers sees these violations as “symptoms of deeper pathologies of power... linked intimately to the social conditions that so often determine who will suffer abuse and who will be shielded from harm.” He argues that nation-states must take responsibility for their roles in these systems (of commerce, policy, and scholarship).

Association for the Advancement of Sustainability in Higher Education (AASHE)

AASHE, a membership-based organization, “promote[s] sustainability in all sectors of higher education—from governance and operations to curriculum and outreach—through education, communication, research, and professional development.” The association’s Web site provides access to a number of resources for sustainability, several of which are available to the general public. These include newsletter archives, assessment tools, and a publications bibliography. The Web site also describes AASHE’s multiple sustainability programs, such as the Campus Sustainability Rating System Project. For more information and to access these resources, visit www.aashe.org.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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