Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 13, Number 1  

Diversity & Democracy
Volume 14,
Number 1
(2011)

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About This Issue
Featured Topic: Shared Futures
Education for Personal and Social Responsibility: Applying the Life of the Mind to the Work of the World
Perspective-Taking as a Tool for Building Democratic Societies
Encouraging Perspective-Taking among College Students
Improving Civic Engagement by Assessing Students' Needs
Ethics and Development in Mali: Civic Engagement in Art, Culture, and Education
Perspectives
Fatoumata
Another Kind of College Lesson
Campus Practice
Institutionalizing Core Values: Diversity, Ethics, and Civic Responsibility in the Curriculum
Seeking a Good Society at University of the Pacific
Research Report
Business Ethics in Undergraduate Education
And More...
In Print
Resources
Opportunities

In Print

Citizenship Across the Curriculum, Edited by Michael B. Smith, Rebecca S. Nowacek, and Jeffrey L. Bernstein (Indiana University Press 2010, $24.95 paperback)

This anthology provides useful examples of how faculty across disciplines have infused their courses with questions of citizenship. With examples from such diverse areas as communications, biology, and teacher education, the authors and editors reflect on the many places where education for citizenship could occur in today's college classrooms. By including with each essay comments from colleagues across disciplines, the editors create innovative spaces for cross-disciplinary dialogues. This book is essential reading for anyone concerned with how higher education can prepare students across majors to engage responsibly with the world.

Social Justice Education: Inviting Faculty to Transform Their Institutions, edited by Kathleen Skubikowski, Catharine Wright, and Roman Graf (2009, $27.50 paperback)

This collection of essays on social justice in higher education is at once practical and inspiring. Editors Skubikowski, Wright, and Graf have selected essays that explore how faculty can work to infuse social justice goals at multiple levels in higher education, including the theoretical, intra- and interinstitutional, and pedagogical. The result is an excellent tool for faculty development around questions of social justice teaching--what are its purposes, and how can faculty accomplish it? Readers looking for ways to approach these questions across disciplines and sectors will appreciate this collection and its ambitious yet concrete approach.

The Political Responsibilities of Everyday Bystanders, Stephen L. Esquith (The Pennsylvania State University Press 2010, $54.95 hardcover)

This short philosophical volume intrigues, convinces, and compels as it explores how "everyday bystanders" can and should come to see how they are implicated in acts of systemic violence. Author Stephen L. Esquith (who contributed to this issue of Diversity & Democracy) offers cogent analysis of why it is so important for individuals to draw these connections--and how "citizen-teachers" can encourage them to do so. Esquith fills in the gaps between modern tragedies and their unwitting beneficiaries and calls readers to consider their own roles in perpetuating inequity. His focus on educational models that will instill empathy and reflection makes this book a key resource for educators interested in the ethical consequences of their work.

Helping College Students Find Purpose: The Campus Guide to Meaning-Making, Robert J. Nash and Michele C. Murray (Jossey-Bass 2010, $38.00 hardcover)

In this approachable volume, Nash and Murray tackle the ambiguous but essential task of helping college students create meaning in their lives. Drawing from professional literature and students' personal reflections, as well as from their own significant experiences as educators, the authors offer practical resources for a "constructivist" approach to meaning-making that considers the student as a "whole person." The resulting volume promises to help faculty and administrators as they work to assist their students in locating themselves and their values in the context of the greater society.

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