Adams, Maurianne; Bell, Lee Anne 1949; Griffin, Patricia S. (eds.). Teaching for Diversity and Social Justice: A sourcebook. New York: Routledge; 1997.
This edited volume provides strong and detailed attention to three critical areas of teaching for diversity and social justice: theoretical foundations and frameworks that guide pedagogical practice, curriculum designs to address six social justice issues (racism, sexism, heterosexism, anti-Semitism, ableism, and classism), and an overview of intra- and interpersonal as well as group dynamics that are relevant to social justice education (“Knowing Ourselves as Instructors,” “Knowing Our Students,” and “Facilitating Social Justice Education Courses”).
Fiol-Matta, Liza; Chamberlain, Mariam K. (eds.). Women of Color and the Multicultural Curriculum: Transforming the College Classroom. 1994: The Feminist Press at the City University of New York, 311 East 94th St., New York, NY 10128.
Note: 390 pp.
This volume documents the Ford Foundation’s Mainstreaming Minority Women’s Studies program to encourage curriculum transformation by concentrating on the issues, learning, research, and achievements of women of color in the United States. Part 1 is on faculty development and begins with two essays: “Shifting Models, Creating Visions: Process and Pedagogy for Curriculum Transformation” (Karen E. Rowe); and “Understanding Outcomes of Curriculum Transformation” (Paula Ries). Part 1 then focuses on faculty development, with model syllabi drawn from the George Washington University (District of Columbia) and the University of California at Los Angeles. Each is accompanied by an introductory essay by the seminar facilitators. Part 2 presents undergraduate syllabi representative of the course revisions produced by the program’s seminars. Two general essays in Part 2 are “Litmus Tests for Curriculum Transformation” (Liza Fiol-Matta) and “Reflections on Teaching Literature by American Women of Color” ( King-Kok Cheung). The remainder of Part 2 presents specific curricula in the following areas: American studies, art and architecture, Barnard College first-year seminars, history, literature, theology, writing, anthropology, economics, geography, political science, psychology, and sociology. Part 3 focuses on Puerto Rican studies. The essay, “An Interdisciplinary Guide for Research and Curriculum on Puerto Rican Women” (Edna Acosta-Belen et al.) introduces the 10-unit curriculum. (DB).
Garber, Linda (ed.). Tilting the Tower. New York: Routledge; 1994.
This book addresses the challenges and possibilities experienced by lesbian and other faculty members teaching queer subjects on college and university campuses. Separate sections address the classroom and institutional contexts. Some papers and author include: "On Being a Change Agent: Teacher as Text, Homophobia as Context" (Mary L. Mittler and Amy Blumenthal); "Classroom Coming Out Stories: Practical Strategies for Productive Self-Disclosure" (Kate Adams and Kim Emery); "Small-Group Pedagogy: Consciousness Raising in Conservative Times" (Estelle B. Freedman); "Heterosexual Teacher, Lesbian/Gay/Bisexual Text: Teaching the Sexual Other(s)" (Ann Louise Keating); "The Very House of Difference: Toward a More Queerly Defined Multiculturalism" (Polly Pagenhart); "Creating a Nonhomophobic Atmosphere on a College Campus" (Nancy Stoller); and "Life on the Fault Line: Lesbian Resistance to the Anti-PC Debate" (Toni A.H. McNaron).
Mayberry, Katherine J. (ed.). Teaching What You’re Not: Identity Politics in Higher Education. New York: New York University Press; 1996.
This edited volume looks at the intersection between course content and instructor identity. Four sections of papers address multiculturalist pedagogies, considerations regarding the students themselves, instructor identities and course content. Papers include: “No Middle Ground? Men Teaching Feminism” (J. Scott Johnson et al.); “Straight Teacher/Queer Classroom: Teaching as an Ally” (Barbara Scott Winkler); “Teaching in the Multiracial Classroom: Reconsidering ‘Benito Cereno’” (Robert S. Levine); “Scratching Heads: The Importance of Sensitivity in the Analysis of ‘Others’” (Donna J. Watson); “Who Holds the Mirror? Creating ’The Consciousness of Others’” (Mary Elizabeth Lanser); and “Teaching What the Truth Compels You to Teach: A Historian’s View” (Jacqueline Jones).
Morey, Ann I.; Kitano, Margie K. (eds.). Multicultural Course Transformation in Higher Education: A Broader Truth. Needham Heights, MA: Allyn & Bacon; 1997.
Papers in this volume suggest a framework for making course and curricular changes, along with specific examples and scenarios from a variety of disciplines. Some chapters and authors include: “A Rationale and Framework for Course Change” (Margie K. Kitano); “What a Course Will Look Like After Multicultural Change” (Margie K. Kitano); “ld Instructional Strategies" (Eleanor W. Lynch); “Assessment of Student Learning” (Rena B. Lewis); “Classroom Dynamics: Disclosing the Hidden Curriculum” (Terry Jones and Gale Auletta Young); “The Community College Curriculum” (Desna L. Wallin); “Organizational Change and Implementation Strategies for Multicultural Infusion” (Ann Intili Morey); and chapters addressing curricular change and instructional strategies in specific fields (English, mathematics, biological and environmental sciences, economics, nursing, teacher education).
Rosser, Sue V. (ed.). Teaching the Majority. New York: Teachers College Press, Athene Series; 1995.
This edited volume addresses curricular and pedagogical change techniques aimed at breaking the gender and race barriers in science and technology. The volume concludes with a 7 stage description of the change process in such disciplines provided by the editor. This process starts with assumptions of objectivity and value-free approaches to science and develops toward increased representation of women and people of color in scientific leadership, on-going dialogue about content amongst a diverse community of scientists and laypeople, and interdisciplinary approaches to problem solving.
Schoem, David; Frankel, Linda; Zuniga, Ximena; Lewis, Edith (eds.). Multicultural Teaching at the University. Westport, Connecticut: Praeger; 1993.
This book provides a collection of papers that address the enhancement of faculty teaching and learning in an increasingly interconnected multicultural society. Three interconnected dimensions of multicultural teaching are focused upon: content, process and discourse, and diversity of faculty and students. Some papers and authors include: “Teaching about Ethnic Identity and Intergroup Relations” (David Schoem); “Teaching With and About Conflict in the Classroom” (Ximena Zuniga and Mark A. Chesler); “A Circle of Learners: Teaching About Gender, Race, and Class” (Linda Frankel); “Waking Up to the World: A Multicultural Approach to Writing” (Ralph D. Story); and “Should and Can a White, Heterosexual, Middle-Class Man Teach Students About Social Inequality and Oppression? One Person’s Experience and Reflections” (Thomas J. Gerschick); and “Constructing a Teaching Assistant Training Program with a Multicultural Emphasis” (David Schoem).
Wlodkowski, Raymond J. Diversity and Motivation: Culturally responsive teaching. San Francisco: Jossey-Bass Publishers; 1995.
This book presents multicultural education literature within a motivational framework with an emphasis on ethnicity and international students. Four goals of motivational learning are described: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. Chapters addressing each of these goals provide useful examples and scenarios that may be used in working with faculty. Resources sections include guidelines for teaching a multicultural or international classroom and worksheets for assessing student learning and structuring cooperative learning exercises.
