Our pedagogical resources are designed to aid faculty as they prepare to teach a Difference, Power, and Discrimination course. These resources range from creating inclusive classroom environments to addressing issues specific to international students in the classroom.
Teaching to Everyone: Pedagogical Resources
Adams, M., Bell, L. A., Goodman, D., Shlasko, D., Briggs, R., & Pacheco, R. (2023). Teaching for diversity and social justice (Fourth edition.). Routledge.
Adams, M., Blumenfeld, W. J., Catalano, D. C. J., Dejong. Keri “Safire,” Hackman, H. W., Hopkins, L. E., Love, B. J., Peters, M. L., Shlasko, D., & Zúñiga, X. (Eds.). (2018). Readings for Diversity and Social Justice (Fourth edition.). Routledge.
Ahad-Legardy, B., & Poon, O. (2018). Difficult subjects: Insights and strategies for teaching about race, sexuality and gender (First edition.). Stylus Publishing, LLC.
Asare, J. G. (2019, February 15). Why The “I Don’t See Color” Mantra Is Hurting Your Diversity And Inclusion Efforts. Forbes. https://www.forbes.com/sites/janicegassam/2019/02/15/why-the-i-dont-see-color-mantra-is-hurting-diversity-and-inclusion-efforts/
Bonilla-Silva, E. (2012). The invisible weight of whiteness: The racial grammar of everyday life in contemporary America. Ethnic and Racial Studies, 35(2), 173–194. https://doi.org/10.1080/01419870.2011.613997
Brundin, J. (2018, October 26). 5 Ways To Make Classrooms More Inclusive. NPR. https://www.npr.org/2018/10/26/659571443/5-ways-to-make-classrooms-more-inclusive
Cole, C. E. (2017). Culturally sustaining pedagogy in higher education: Teaching so that Black Lives Matter. Equality, Diversity and Inclusion: An International Journal, 36(8), 736–750. https://doi.org/10.1108/EDI-01-2017-0005
Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Fernwood Publishing.
DiAngelo, R., & Sensoy, Ö. (2014). Leaning In: A Student’s Guide to Engaging Constructively with Social Justice Content. Radical Pedagogy, 11(1), 2–2.
Harbin, B. (n.d.). Teaching Beyond the Gender Binary in the University Classroom. Vanderbilt University. Retrieved September 21, 2023, from https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/
Nightingale, K. P., Anderson, V., Onens, S., Fazil, Q., & Davies, H. (2019). Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)? Computers and Education, 130, 13–25. https://doi.org/10.1016/j.compedu.2018.11.006
Scott, S. S., McGuire, J. M., & Foley, T. E. (2003). Universal Design for Instruction: A Framework for Anticipating and Responding to Disability and Other Diverse Learning Needs in the College Classroom. Equity & Excellence in Education, 36(1), 40–49. https://doi.org/10.1080/10665680303502
Bartram, B. (2007). The Sociocultural Needs of International Students in Higher Education: A Comparison of Staff and Student Views. Journal of Studies in International Education, 11(2), 205–214. https://doi.org/10.1177/1028315306297731
Kwon, Y. (2009). Factors Affecting International Students’ Transition to Higher Education Institutions in the United States—From the Perspective of Office of International Students. College Student Journal, 43(4), 1020-.
Lin, S.-Y., & Scherz, S. D. (2014). Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education. Journal of International Students, 4(1), 16–33. https://doi.org/10.32674/jis.v4i1.494
Telbis, N. M., Helgeson, L., & Kingsbury, C. (2014). International Students’ Confidence and Academic Success. Journal of International Students, 4(4), 330–341. https://doi.org/10.32674/jis.v4i4.452
Urban, E. L., & Bierlein Palmer, L. (2014). International Students as a Resource for Internationalization of Higher Education. Journal of Studies in International Education, 18(4), 305–324. https://doi.org/10.1177/1028315313511642
Valdez, G. (2015). U.S. Higher Education Classroom Experiences of Undergraduate Chinese International Students. Journal of International Students, 5(2), 188–200. https://doi.org/10.32674/jis.v5i2.434
Zhang, Y. (2016). International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University. Journal of International Students, 6(1), 175–194. https://doi.org/10.32674/jis.v6i1.487