Culturally Responsive Teaching and Reflection in Higher Education

Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy.

Autorentext

Sharlene Voogd Cochrane is Professor Emeritus of Interdisciplinary Studies at Lesley University, USA.

Meenakshi Chhabra is Associate Professor of Interdisciplinary Studies at Lesley University, USA.

Marjorie A. Jones is Professor of Education and Writing at Lesley University, USA.

Deborah Spragg is Director of Field Training and Assistant Professor of Expressive Therapies at Lesley University, USA.

Zusammenfassung
Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy. Rather than a list of "right answers," essays in this important resource integrate discussion and individual reflection to support educators to enhance skills for responding effectively to racial, cultural, and social difference in their personal and professional contexts. This book is as an excellent starting point or further enrichment resource to accompany program or institutional diversity and inclusion efforts.

Inhalt

Contents

Preface: An Invitation for Dialogue

Chapter 1. Introduction: Cultural Literacy, Cultural Humility, and Reflection

Section I. Knowing Ourselves

Chapter 2. Who I Am Is How I Teach

Sharlene Voogd Cochrane

Chapter 3. Reflections on Identity and Privilege

Julie A. Stanwood

Chapter 4. Embracing My Social Class Transition: A Journey to More Effective Teaching

Michaela Kirby

Section II. Pedagogy and the Other

Chapter 5. Learning as the Other: A Lesson in Human Fragility

Meenakshi Chhabra

Chapter 6. Becoming an Ally to Indigenous People

Coleen O'Connell

Chapter 7. Seizing Teachable Moments: An African American Professor's Reflections of Conversations on Race and Culture With White Students

M. Francine Jennings

Section III. Practice in Community

Chapter 8. Culturally Responsive Professional Practices in the College Classroom and Professional Sites

Marjorie A. Jones

Chapter 9. Adult Learners: Where I'm From and Why It Matters

Deborah D. Wright

Chapter 10. Working With the Self, Walking With Another

Deborah Spragg

Chapter 11. Looking In and Acting Out: A Personal Search for Inclusive Pedagogical Practice

Janet Sauer

Reflective Exercises

I. Where Are You From?

II. Steppingstones in Responding to Difference

III. Exploring Power in Leadership

Notes for Engaging Discussions

Contributor Biographies