Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective

Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs

“…HESA graduate programs attract a variety of students and strive to recruit students of color to match the growing racial diversity of undergraduate students on college campuses (Taub & McEwen, 2006). As HESA graduate programs continue to enroll more diverse cohorts, faculty must be cognizant of varying learning styles, previous educational experiences, and social identities of students in their classrooms (Danowitz & Tuitt, 2011). The field of HESA emphasizes inclusion, diversity, and social justice (American College Personnel Association & National Association of Student Personnel Administrators [ACPA & NASPA], 2010); therefore, faculty in HESA graduate programs have a unique responsibility to model effective practices when it comes to racial equity in classrooms.…”

Resisting Neoliberalism from within the Academy: Subversion through an Activist Pedagogy

“…These strategies however are simply a beginning; resistance is always a work in progress (Danowitz & Tuitt, 2011). Strategies must emerge within the context of the classroom-the discipline, the students, the instructor, the course content, the school-and be integrated within that context rather than being imposed generally (Guajardo, Guajardo, & Del Carmen Casaperalta, 2008).…”

“…Interrogating whiteness early in the course was an important portal to other discussions about dominance, power and privilege, holding myself and others accountable in examining whiteness and privilege (Danowitz & Tuitt, 2011). I interwove historical processes that privileged and continue to privilege whites with examples of such advantaged experiences in my own life (as suggested by Case, 2012;Middleton, Anderson, & Banning, 2009).…”

“…This approach seemed an important response, especially for students from commerce and engineering often seeking 'true' facts and 'evidential proof ' about much of the course content. Even when using historical information, such knowledge was presented in a way that highlighted the context of the 'facts' and thus shifted from unpoliticized to repoliticized understandings (Danowitz & Tuitt, 2011).…”

“…The classroom was constructed as a space for new, fluid thinking, towards developing a commitment to taking a critical stance in our learning and our world views, and using classroom experiences towards social change, on campus, in our own lives and within communities (Breunig, 2009;Danowitz & Tuitt, 2011).…”