Resources for learning more
The subsequent content presents a curated list of resources related to the various subjects in this module, intended for those interested in deeper exploration of these concepts.
Teaching to diversity
DiAngelo, R., & Sensoy, O. (2010). “Ok, I get it! Now tell me how to do it!”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12(2), 97-102.
Nadal, K. L., King, R., Sissoko, D. G., Floyd, N., & Hines, D. (2021). The legacies of systemic and internalized oppression: Experiences of microaggressions, imposter phenomenon, and stereotype threat on historically marginalized groups . New Ideas in Psychology, 63, 1-9.
St. Denis, V., & Schick, C. (2003). What makes anti-racist pedagogy in teacher education difficult? Three popular ideological assumptions . The Alberta Journal of Educational Research, 49(1), 55-69.
Reflecting on practice
Delgado, A., & McGill, C. M. (2023). Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom(this link opens in a new window/tab). New Horizons in Adult Education and Human Resource Development, 35(4), 186-198.
Dodman, S. L., DeMulder, E. K., View, J. L., Swalwell, K., Stribling, S., Ra, S., Dallman, L. (2019). Equity audits as a tools of critical data-driven decision making: Preparing teachers to see beyond achievement gaps and bubbles . Action in Teacher Education, 41(1), 4-22.
Ko, M. E. (2021, July), Revolutionizing Grading: Implications on Power, Agency, and Equity(this link opens in a new window/tab) Paper presented at 2021 ASEE Virtual Annual Conference Content Access.
Leadership and equity
Fox, M. F. J., Kandiko Howson, C., & Kingsbury, M. (2023). Equity, diversity, and inclusion – does social justice from the top trickle down? Journal of Further and Higher Education, 47(6), 850–861.
Galloway, M. K. Ishimaru, A. M. (2020). Leading equity teams: The role of formal leaders in building organizational capacity for equity . Journal of Education for Students Placed at Risk, 25(2), 107-125.
Smith, C. (2020). Development and application of the Social Justice Teacher Leader Self-Assessment (SJTLSA) instrument . International Journal of Leadership in Education, 1-25.
Anti-oppressive teaching
Gorski, P. (2008). Good intentions are not enough: A decolonizing intercultural education . Intercultural Education, 19(6), 515-525.
Kumashiro, K. (2004). Uncertain beginnings: Learning to teach paradoxically. Theory Into Practice, 43(2), 111-115.
Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice (3rd ed.). New York: Routledge.
Francis, B., Mills, M., & Lupton, R. (2017). Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy, 32(4), 414-431.
Perry, C. (2022). Building community in culturally diverse classrooms at university. Canadian Journal for New Scholars in Education, 13(1).
Rizvi, F., Lingard, B., & Lavia, J. (2006). Postcolonialism and education: Negotiating a contested terrain . Pedagogy, Culture and Society, 14(3), 249-262.
Culturally responsive teaching
Hearn, M. C. (2012). Positionality, Intersectionality, and Power: Socially Locating the Higher Education Teacher in Multicultural Education. Multicultural Education Review, 4(2), 38–59.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy . Theory Into Practice, 34(3), 159-165.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy . American Educational Research Journal, 32(3), 465-491.
Parveen, S. (2021). Exploring and developing strategies for integration in a classroom setting within higher education. Widening Participation and Lifelong Learning, 23(3), 124-136.
Ragoonaden, K., & Mueller, L. (2017). Culturally Responsive Pedagogy: Indigenizing Curriculum . Canadian Journal of Higher Education/La Revue Canadienne d’enseignement supérieur, 47(2), 22–46.
