Getting Culture: Incorporating Diversity Across the Curriculum

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9781579222802: Getting Culture: Incorporating Diversity Across the Curriculum
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How do we educate our students about cultural diversity and cultural differences, and eliminate cultural ignorance, stereotyping, and prejudice? What are the conceptual issues involved in reaching this goal? How can we integrate these perspectives in disciplinary and diversity courses, and the curriculum?

This book is a resource for answering these questions. Within the framework of current scholarship and discussion of essential concepts, it offers practical techniques, and empirically proven “best practices” for teaching about diversity.

The book opens with a conceptual framework, covering such issues as distinguishing teaching to a diverse audience from teaching about diversity and contrasting the incorporation of culture across the curriculum with tokenistic approaches. Subsequent chapters identify classroom practices that can optimize students’ learning, especially those from culturally diverse backgrounds; describe feminist principles of education that that promote learning for all students; and address principles of effective on-line instruction for diverse populations.

The book is intended for faculty integrating diversity into existing courses, and for anyone creating courses on diversity. The ideas and suggestions in the text can be incorporated into any class that includes a discussion of diversity issues or has a diverse student enrollment. The contributors offer pragmatic and tested ways of overcoming student misconceptions and resistance, and for managing emotional responses that can be aroused by the discussion of diversity. The editors aim to stimulate readers’ thinking and inspire fresh ideas.

The book further provides teachers of diversity with a range of effective exercises, and attends to such issues as teacher stress and burnout.

This book can also serve to inform and guide department chairs and other administrators in the design and implementation of diversity initiatives.

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Book Description:

"The volume is essential for faculty and administrators seeking to integrate diversity issues across the curriculum."―Teaching Theology and Religion

"The contributors offer pragmatic and tested ways of overcoming student misconceptions and resistance and for managing emotional responses that can be aroused by the discussion of diversity."―Rice Lake Chronotype

"Provides a set of ‘best practices’ for approaching the pedagogical challenges of teaching diversity... Recommended."―Choice

"This volume's editors have compiled a set of wide-ranging tools for teaching about diversity among diverse student populations. Articles cover an array of topics, including general approaches to diversity education, specific exercises within and across disciplines, and strategies for coping with the stresses of teaching controversial topics. The collection offers guidance that is particularly valuable for those just beginning to incorporate diversity in the classroom―and is pertinent to veteran teachers as well."―Diversity & Democracy (AAC&U)

How do we educate our students about cultural diversity and cultural differences, and eliminate cultural ignorance, stereotyping, and prejudice? What are the conceptual issues involved in reaching this goal? How can we integrate these perspectives in disciplinary and diversity courses, and in the curriculum?

This book is a resource for answering these questions. It offers practical advice and empirically proven “best practices” for teaching about diversity. It is intended for faculty integrating diversity into existing courses, and for anyone creating courses on diversity, and can serve to inform and guide department chairs and other administrators in the design and implementation of diversity initiatives.
diversity initiatives.

About the Author:

Regan A. R. Gurung is Chair of the Human Development Department and Professor of Human Development and Psychology at the University of Wisconsin, Green Bay. He is the author of numerous scholarly articles and presentations, of a health psychology textbook (Wadsworth, 2006) that was the first book to use a completely cultural approach, a co-author on a book on pedagogical research, and co-editor of two other books, one on sociocultural issues in mental health (Blackwell-Wiley, 2009). He is a member of the Society for the Teaching of Psychology Diversity Task Force, and is on the University of Wisconsin System Institute of Race and Ethnicity Advisory Committee.

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