"This essential resource helps educators tackle common and challenging dilemmas that arise in today's classroom-such as diversity, privilege, and intersectionality. This book examines common issues educators face when teaching social justice and diversity-related courses and offers best practices for addressing them. Contributors discuss the many roles instructors play, inside and outside of college and university classrooms, for example, in handling personal threats, responsibly incorporating current events into classroom discussion, navigating their own stigmatized or privileged identities, dealing with bias in teaching evaluations, and engaging in self-care"--

This essential resource helps educators tackle common and challenging dilemmas that arise in today's classroom--such as diversity, privilege, and intersectionality. This book examines common issues educators face when teaching social justice and diversity-related courses and offers best practices for addressing them. Contributors discuss the many roles instructors play, inside and outside of college and university classrooms, for example, in handling personal threats, responsibly incorporating current events into classroom discussion, navigating their own stigmatized or privileged identities, dealing with bias in teaching evaluations, and engaging in self-care.

Intersectional Pedagogy explores best practices for effective teaching and learning about intersections of identity as informed by intersectional theory. Formatted in three easy-to-follow sections, this collection explores the pedagogy of intersectionality to address lived experiences that result from privileged and oppressed identities. After an initial overview of intersectional foundations and theory, the collection offers classroom strategies and approaches for teaching and learning about intersectionality and social justice. With contributions from scholars in education, psychology, sociology and women’s studies, Intersectional Pedagogy include a range of disciplinary perspectives and evidence-based pedagogy.

For nearly a decade, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. Teaching for Diversity and Social Justice presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society. This book includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation.

For nearly a decade, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. Teaching for Diversity and Social Justice presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society. This book includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation.

Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. Each case, written in an engaging, narrative style, presents a complex but common classroom scenario in which an inequity or injustice is in play. These cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. The book begins with a seven-point process for examining case studies. Largely lacking from existing case study collections, this framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve challenges related to diversity and equity in schools. The cases themselves present everyday examples of the ways in which racism, sexism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom issues that are relevant to all grade levels and all content areas, allowing significant flexibility in how and with whom they are used. Although organized topically, the intersection of these issues are stressed throughout the cases, reflecting the multi-faceted way they play out in real life. All cases conclude with a series of questions to guide discussion and a section of facilitator notes, called points for consideration. This unique feature provides valuable insight for understanding the complexities of each case.

This phenomenological multi-case study sheds light into what early-service teachers encounter while working in today's multicultural and multilingual learning settings. This year-long study is comprised of interviews with five teachers from four schools in the midwestern United States. Participants were recruited by school district administrators as educators with an expressed commitment to teaching for social justice and diversity. This dissertation offers the voices of teachers of culturally and linguistically diverse classrooms, demonstrating how they experience navigating cultural and linguistic difference, reflect on learning to teach for diversity and social justice, and share experiences with K-12 practitioners and leaders as they take on teaching and learning with an equity lens. The theme of teaching for diversity and social justice is presented in Chapter 1, which includes relevant literature, a discussion of the theoretical perspective, research structure and a preview of findings and contributions of each following chapter. Chapter 2, Navigating cultural and linguistic difference: A multi-case study of how teachers experience supporting their diverse learners, is an empirical article that focuses on what teachers encounter while supporting learners from diverse cultural backgrounds and who speak languages other than English. Chapter 3, Learning to teach for social justice and diversity: One teacher's journey of becoming an educator committed to supporting culturally and linguistically diverse students, is another empirical article that showcases one teacher's journey in learning to teach for diversity and social justice. Chapter 4, Learning from experience(s): What five educators can teach us about working in culturally and linguistically diverse settings, is a practitioner piece intended for K-12 education community members. This dissertation highlights how participants experience teaching in culturally and linguistically diverse settings, offering perspectives and considerations for how K-12 educators are prepared in diversity and social justice education. This research demonstrates the tensions of doing this work and portrays its real-life messiness. Stories of educators who are undertaking the work and experiencing some success are especially valuable to help teachers realize that they are not alone, and that shortcomings and setbacks do not mean they do not also have successes that are worth celebrating and building on.