Teaching Diversity
American Indian Inclusion Manual (pdf), by Martin Reinhardt and Traci Maday
This manual was developed for a broad range of educators, both Indian and non-Indian, engaged in the process of teaching others about American Indian concepts and issues across the curriculum. It is not intended to be used as a text for any specific area of American Indian or Native American Studies, except perhaps as supplementary or complementary material for a methods course for classroom educators. We have purposefully left the definition of "classroom" general enough to be useful in many types of educational environments. When used in conjunction with the various resources we reference, this manual provides a starting point or restarting point for good American Indian inclusion.
Teaching Tolerance
The Southern Poverty Law Center, which publishes Teaching Tolerance seeks to combat hate, intolerance, and discrimination. Teaching Tolerance spotlights educators, schools, and curriculum resources dedicated to promoting respect for differences in the classroom and beyond. The magazine also provides educators with activities and resource recommendations. To reach this site, you must click the icon for Teaching Tolerance from the Southern Poverty Law Center's homepage.
Tolerenace.org is a website designed to combat hate crimes by outlining methods of prevention. This site offers various classroom activities that help students to uncover hidden biases and deconstruct biased language.
Aby reports that, "diversity issues dealing with race, class and gender are now represented in many of our course offerings even at this fairly racially homogenous college located in a demographically changing region." As she describes the changes she has seen in WCC courses and ways of making diversity visible to students, she concludes, "while many might assume that the region lacks, then, even racial/ethnic diversity, diversity is, in fact, all around our campus."
Teaching Diversity: Ohio State University, Fisher College of Business
These teaching tips require readers to go beyond addressing issues of diversity or multiculturalism and ask them to become aware of how students are treated as well as how they treat each other. Spanning disciplines and professions, these issues are important in all classes whether the format is lecture, discussion or team projects. Susan L. Josephs emphasizes that each class, regardless of format or discipline, offers the opportunity to increase awareness of diversity and multicultural issues.
Program on Intergroup Relations, Conflict, and Community at the University of Michigan The Intergroup Relations, Conflict, and Community (IGRCC) program links formal education course work to the social experiences of the students outside of the classroom. Site includes information on Intergroup Dialogues and Alternative Spring Breaks.
Creating Inclusive Classrooms
Creating
Inclusive College Classrooms, by Shari Saunders and Diana Kardia,
was written for the Center for Research
on Learning and Teaching at the University
of Michigan to examine five aspects
of teaching that can promote or hinder
an inclusive classroom, such as classroom
climate, course content, and teaching
materials.
Annotated
Bibliographies on Multicultural Teaching,
Learning, and Faculty Development
This list of annotated bibliographies
was developed for participants at the
University of Michigan's "Summer
Institute '98: Building Multiculturalism
into Faculty Development." It includes books and articles relevant
to promoting diversity in the classroom.
Teaching
for Cultural Fluency, a monograph created by Mount
St. Mary's College, helps students and teachers interested in becoming culturally
fluent. Visit Mount St. Mary's Institutional
profile, to read more about their own Teaching for
Cultural Fluency Center.
For more information contact: Joy Jacobs, Assistant Director of Public
Relations Mount St. Mary's College, 12022 Chalon Road, Los Angeles, CA 90049-1599
Dr. Ndongo is an associate professor
of American literature at Cheikh Anta
Diop, the larger of Senegal's two public
universities, and he began thinking
about how to teach racism to Africans
last year when he was a Fulbright scholar
at the University of Californa at Irvine.
One day, at a seminar on teaching slavery,
he says, "I realized that slavery in
the American context was quite different.
In Senegal, people associate slavery
with economic and social factors, not
skin color." Dr. Ndongo developed the
course on racism to help his students
-- many of whom are studying English
in hopes of landing a better job --
to understand the complexities of race
in American society.
Building
Creativity and Collaboration in Diverse
Classrooms by Jose Calderon, Associate
Professor in Sociology and Chicano Studies,
Pitzer College
Professor Calderon describes the use
of creative cultural media in his sociology
classes to connect the theoretical with
the practical and build collaborative
learning and cooperative ethnic relations.
Learning Communities
Intercultural
Studies Project: A Living/Learning College,
St. Lawrence University
The Intercultural Studies Project
is a living/learning center devoted
to engaging faculty and students in
the study of cultural diversity and
the critical practices which promote
it. This project imbeds intergroup
dialogue pedagogy within a diverse living/learning
center called the Intercultural House.
Students who live in The Intercultural
House are enrolled in Introduction to
Intercultural Studies (CE 150). This
course will engage students in an interdisciplinary
study of U.S. cultural diversity in
a global and comparative context.
Women
in Science and Engineering (WISE) Residence
Program, University of Michigan
The WISE residence program brings
together over 120 first year and sophomore
women to live together in an academically
supportive living-learning community
where women with similar academic interests
and educational and career goals can
learn from as well as with one another.
This residence program stems from the
larger Women in Science and
Engineering Program (WISE), whose
goal of increasing the number of women
students who choose majors, advanced
degrees, and careers in science, engineering
and mathematics is achieved by offering
a variety programs and resources for
K-12, undergraduate and graduate students.
FISE House - First year In Science and Engineering, Pennsylvania State
University
The FISE interest house offers a supportive
living-learning environment targeted
at retaining women and students of color
in technical majors. FISE students
live in a scholarly and diverse living-learning
community that offers students an opportunity
to live and study with students who
share not only an academic orientation,
but many of the same initial courses.
Developing
Diversity Through Learning Communities
by Roberta S. Matthews, at Marymount
College
"[The New York Learning communities
program]helps participants explore new
frontiers and provides a safe environment
for difficult dialogues," explains Roberta
Matthews. In this brief description
of how schools are developing diversity
through learning communities, she provides
key references for further reading as
well as contact information.
Technology-Based Learning
Diversity
in the Classroom: Bridging Difference
and Distance Through Computer-mediated
Communication by Leslie Harris,
Instructional Technology Facilitator,
SUNY-Plattsburgh
Harris describes computer-mediated
communication used in his class called
Families Across Cultures as a way
to bring diverse exchanges into seemingly
"homogenous" classrooms. He notes that
"computer mediation alleviates the panoptic
pressure of oral discourse and reduces
the struggle to monopolize the discourse
space. Students no longer have to take
turns to speak; all can participate
simultaneously, as they type their responses
via the computer conferencing system."
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