Teaching through Challenges for Equity, Diversity, and Inclusion (EDI)

Stephanie Burrell Storms and Jay Rozgonyi (with Kathi Rainville) are contributing authors, From Awareness to Action: Creating PSAs to Promote EDI, Chapter 5. Betsy Bowen is a contributing author, Disturbing Voices: Literacy in the Archive and the Community, Chapter 6. Paula Gill-Lopez is a contributing author, Know Thyself: Implicit Bias and Mindfulness, Chapter 8. Stephaney Morrison is a contributing author, A Person-Centered Approach to Facilitate Students’ Social Advocacy, Chapter 11. Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affective considerations; reflection for critical consciousness; and safe spaces and resistance.https://digitalcommons.fairfield.edu/education-books/1065/thumbnail.jp