When teaching about race, instructors from various backgrounds must acknowledge the challenges surrounding the topic while facilitating the learning of undergraduate and graduate students. This guide presents wisdom from the frontlines of teaching to help all instructors engage more fully and effectively with contentious topics.
When teaching about race, instructors from various backgrounds must acknowledge the challenges surrounding the topic while facilitating the learning of undergraduate and graduate students. This guide presents wisdom from the frontlines of teaching to help all instructors engage more fully and effectively with contentious topics.
Foreword. Melody T. Fisher, Mississippi State University Introduction. George L. Daniels, The University of Alabama, and Robin Blom, Ball State University Part I: Structural Changes Chapter 1. Radically Transforming Programs and Syllabi, Danielle K. Kilgo, University of Minnesota Chapter 1 Perspective. Creating Spaces of Collective Unlearning, Angie Chuang, University of Colorado Chapter 2. Incorporating a Critique of Coloniality, Ilía Rodríguez, University of New Mexico Chapter 2 Perspective. Teaching Race within an Intersectionality Framework, Nathian S. Rodriguez, San Diego State University Chapter 3. Committing to Excellence in Diversity and Accreditation, Mia Moody-Ramirez, Baylor University Chapter Perspective 3. Teaching Diversity at HBCUs Requires a Deeper Dive, Robbie R. Morganfield, North Carolina A&T State University Part II: Positionality in the Classroom Chapter 4. When the Lecturer Is a Minority, Alfred J. Cotton III, University of Cincinnati Chapter 4 Perspective. When the Lecturer Is Biracial or Multiracial, Elliott Lewis, Syracuse University Chapter 5. When the Lecturer Is a Majority Brian J. Bowe, The American University in Cairo Chapter 5 Perspective. When the Majority Lecturer Is in the Minority, Gregory Adamo, Morgan State University Chapter 6. When the Lecturer Is International, Masudal K. Biswas, Loyola University Maryland Chapter 6 Perspective. When the Lecturer Is from a Different Culture, Mariam F. Alkazemi, Virginia Commonwealth University Part III: Guidance and Mentorship Chapter 7. Teaching Diversity in Immersive Learning Courses, Gabriel B. Tait, Ball State University Chapter 7 Perspective. Cultural Understanding of Diverse Communities, Aqsa Bashir, University of Florida Chapter 8. Diversity Issues in Campus Newsrooms and Agencies, Tamara Z. Buck, Southeast Missouri State University Chapter 8 Perspective. Covering Race Panic Stories and Diversity Flare-Ups, Cristina L. Azocar, San Francisco State University Chapter 9. Embracing a Pedagogy of Pain, Meta G. Carstarphen, The University of Oklahoma Chapter 9 Perspective. Confronting Color-Blindness, Keonte Coleman, Middle Tennessee State University Chapter 10. Guiding Research in Issues of Diversity and Difference, Troy Elias, University of Oregon Chapter 10 Perspective. Mentoring Students of Color, Maria De Moya, DePaul University Afterword. Of Insurrection, Injustice, and a Racial Reckoning, Deb Aikat, University of North Carolina at Chapel Hill Appendix I. ACEJMC Standard 2: Curriculum and Instruction Appendix II. ACEJMC Standard 4: Diversity and Inclusiveness Index About the Editors and Contributors
Foreword. Melody T. Fisher, Mississippi State University Introduction. George L. Daniels, The University of Alabama, and Robin Blom, Ball State University Part I: Structural Changes Chapter 1. Radically Transforming Programs and Syllabi, Danielle K. Kilgo, University of Minnesota Chapter 1 Perspective. Creating Spaces of Collective Unlearning, Angie Chuang, University of Colorado Chapter 2. Incorporating a Critique of Coloniality, Ilía Rodríguez, University of New Mexico Chapter 2 Perspective. Teaching Race within an Intersectionality Framework, Nathian S. Rodriguez, San Diego State University Chapter 3. Committing to Excellence in Diversity and Accreditation, Mia Moody-Ramirez, Baylor University Chapter Perspective 3. Teaching Diversity at HBCUs Requires a Deeper Dive, Robbie R. Morganfield, North Carolina A&T State University Part II: Positionality in the Classroom Chapter 4. When the Lecturer Is a Minority, Alfred J. Cotton III, University of Cincinnati Chapter 4 Perspective. When the Lecturer Is Biracial or Multiracial, Elliott Lewis, Syracuse University Chapter 5. When the Lecturer Is a Majority Brian J. Bowe, The American University in Cairo Chapter 5 Perspective. When the Majority Lecturer Is in the Minority, Gregory Adamo, Morgan State University Chapter 6. When the Lecturer Is International, Masudal K. Biswas, Loyola University Maryland Chapter 6 Perspective. When the Lecturer Is from a Different Culture, Mariam F. Alkazemi, Virginia Commonwealth University Part III: Guidance and Mentorship Chapter 7. Teaching Diversity in Immersive Learning Courses, Gabriel B. Tait, Ball State University Chapter 7 Perspective. Cultural Understanding of Diverse Communities, Aqsa Bashir, University of Florida Chapter 8. Diversity Issues in Campus Newsrooms and Agencies, Tamara Z. Buck, Southeast Missouri State University Chapter 8 Perspective. Covering Race Panic Stories and Diversity Flare-Ups, Cristina L. Azocar, San Francisco State University Chapter 9. Embracing a Pedagogy of Pain, Meta G. Carstarphen, The University of Oklahoma Chapter 9 Perspective. Confronting Color-Blindness, Keonte Coleman, Middle Tennessee State University Chapter 10. Guiding Research in Issues of Diversity and Difference, Troy Elias, University of Oregon Chapter 10 Perspective. Mentoring Students of Color, Maria De Moya, DePaul University Afterword. Of Insurrection, Injustice, and a Racial Reckoning, Deb Aikat, University of North Carolina at Chapel Hill Appendix I. ACEJMC Standard 2: Curriculum and Instruction Appendix II. ACEJMC Standard 4: Diversity and Inclusiveness Index About the Editors and Contributors
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