Culturally Responsive Teaching and Reflection in Higher Education
Promising Practices From the Cultural Literacy Curriculum Institute
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.
Table of 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
Section II. Pedagogy and the Other
Chapter 5. Learning as the Other: A Lesson in Human Fragility
Chapter 6. Becoming an Ally to Indigenous People
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
Chapter 11. Looking In and Acting Out: A Personal Search for Inclusive Pedagogical Practice
I. Where Are You From?
II. Steppingstones in Responding to Difference
III. Exploring Power in Leadership
Notes for Engaging Discussions
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.