Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 11, Number 2  

Diversity & Democracy
Volume 11,
Number 2
(2008)

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About This Issue
Featured Topic: Shared Futures
Civic Identity: Locating Self in Community
Socks, Trains, and Wheelchairs: Service Learning as the Vehicle for Teaching Diversity
Partnership in Teaching and Learning: Combining Critical Pedagogy with Civic Engagement and Diversity
Intercultural Experiential Learning for the Engaged Global Citizen
Promoting Inclusive Access and Success through Community Engagement
Perspectives
Barriers to Civic Engagement for Undocumented Students
A Citizen within the Global Community
Campus Practice
A City Learns its Civil Rights History while a University Learns New Ways to Engage Students
Borders and Boundaries: Human Rights and Social Justice in a Transnational Context
Research Report
Advancing an Equity Agenda through Institutional Change
And More...
In Print
Resources
Opportunities

In Print

Multiculturalism without Culture, Anne Phillips (Princeton University Press, 2007, $29.95 hardcover)

After capturing the reader’s attention with her seemingly paradoxical title, Anne Phillips embarks on a nuanced critique of the role of multiculturalism in public life. Distraught by the suggestion that respect for others’ cultures precludes judgment of patriarchal practices—an observation that some pundits have deployed against multiculturalism—Phillips argues for a more complex understanding of cultural context. In positing “culture” as fluid and variable, Phillips argues that individuals have the power to make choices that are culturally informed without being culturally determined. She argues for a multiculturalism that takes the extraordinary variability of any group—and more important, the extraordinary variability of individual circumstances—into account.

America Transformed: Globalization, Inequality, and Power, Gary Hytrek and Kristine M. Zentgraf (Oxford University Press, 2008, $29.95 paperback)

Viewing globalization through the lens of economic analysis, Hytrek and Zentgraf survey the historical foundations and impending consequences of neoliberal economic policies. Their book is a short but comprehensive overview of the intersections between social, cultural, and economic exchange on both local and global levels. Readers new to economic theory will welcome the care with which the writers present terms and concepts. Likewise, economists concerned about the far-reaching impacts of economic globalization will appreciate the authors’ comprehensive discussion of power. Hytrek and Zentgraf’s analysis suggests that although globalization may be inevitable, with the help of a community-based movement sensitive to economic pressures, the nature of its effects can be anything but.

Doing the Public Good: Latina/o Scholars Engage Civic Participation, Kenneth P. González and Raymond V. Padilla, Eds. (Stylus Publishing, LLC, 2008, $24.95 paperback)

In this collection of autoethnographic essays written by an intergenerational group of Latina/o scholars, editors González and Padilla explore the process of becoming civically engaged. By relating their individual stories, contributors explore the circumstances that led them to pursue public work in the academy and the challenges they faced along the way. Their personal histories attest to the ongoing barriers to civic work: restrictive disciplinary standards; declining student and faculty interest; and ongoing sexism and racism. Yet they also, the editors hope, illustrate powerful paths to civic engagement, leading the reader toward “a deeper understanding of the public good and a desire and strategy to master the art of enhancing it.”

From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline, Fabio Rojas (The Johns Hopkins University Press, 2007, $45.00 hardcover)

In this historical and sociological review of black studies programs, Fabio Rojas examines the unique confluence of elements necessary to create sustained institutional change. Tracing black studies to its origins in nationalist movements, Rojas argues that lasting transformation within the academy depends upon the convergence of a number of factors, including political activism, institutional structures, and individual leadership. Using a few university programs as test cases, Rojas makes a well-considered argument for the importance of taking all items into account when assessing or undertaking change efforts. The resulting volume is relevant to anyone interested in how leaders, scholars, foundations, and students support or impede transformation.

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