Teaching Ain’t Easy, but Somebody Has Gotta Do It: Education in an Age of Anti-Diversity and Civil Rights Rollbacks
DOI:
https://doi.org/10.33423/jhetp.v24i8.7237Keywords:
higher education, diversity, human-focused methodology, community of practice, value humanityAbstract
In the aftermath of Supreme Court decisions and the consistent assault on public education, educators must focus on discovering the best methods and approaches for addressing diversity within the classroom and the importance of learning different perspectives as part of a solid education. Diversity, Equity, Inclusion, and Belonging (DEIB), while criticized by political operatives and demonized in the court of public opinion, the tenants of inclusion, creating space for marginalized voices, and assisting students in seeing the gift in the differences each person brings to the classroom and society at large is still valid and essential as a methodology in education while navigating difficult conversations in an anti-diversity climate. Civil and human rights rollbacks are becoming more prevalent, it is crucial to reimagine how we discuss, teach, and embody DEIB or human-focused methodology as an educational tool. Educators must explore how to develop, question, learn, and reimage relationships, community, and educational institutions as incubators for people of diverse cultural backgrounds to share dynamic learning and teaching together.
References
Bachman, H.F., Allen, E.C., Anderman, E.M., Boone, B.J., Capretta, T.J., Cunningham, P.D., . . . Zyromski, B. (2022). Texting: A simple path to building trust. Phi Delta Kappan, 103(7), 18–22.
Blum, L.A., & Ladson-Billings, G. (2012). High schools, race, and America’s future: What students can teach us about morality, diversity, and community. Harvard Education Press.
Cannon, K.G. (1995). Katie’s Canon: Womanism and the soul of the Black community. Burns & Oates.
Carruthers, J.H. (1999). Intellectual warfare.
Davidson, K., & Case, M. (2018). Building trust, elevating voices, and sharing power in family partnership. Phi Delta Kappan, 99(6), 49–53.
Deis, H. (2020). Katherine Johnson: A lifetime of STEM. Retrieved from https://www.nasa.gov/learning-resources/katherine-johnson-a-lifetime-of-stem/
Goleman, D. (2012). Emotional intelligence: Why it can matter more than IQ. Bantam.
Gyimah-Concepcion, M., & Capello, S. (2022). Junior faculty telling stories: Using storytelling as a tool for co-teaching across research and epistemological difference. College Teaching, 70(1), 124–131. https://doi.org/10.1080/87567555.2021.1893262
Hansen, H. (2020). Narrative change: How changing the story can transform society, business, and ourselves. Columbia University Press.
Haroutunian-Gordon, S. (2009). The role of interruption in building trust. Schools: Studies in Education, 6(1), 37–56.
Hofman-Bergholm, M. (2022). Storytelling as an educational tool in sustainable education. Sustainability, 14(2946), 2946. https://doi.org/10.3390/su14052946
Hofstede, G. (1983). The cultural relativity of organizational practices and theories. Journal of International Business Studies, 14(2), 75–89. https://doi.org/10.1057/palgrave.jibs.8490867
Horton, D.M. (2016). Leading school teams: Building trust to promote student learning. SAGE Publications. Retrieved from https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=5603496
Huber, L.P., & Muñoz, S.M. (2021). Why they hate us: How racist rhetoric impacts education.
Jabłoński, A., & Kożuch, B. (2019). Trust management: Key factor of the sustainable organizations embedded in network. MDPI - Multidisciplinary Digital Publishing Institute. Retrieved from https://mdpi.com/books/pdfview/book/1432
Kanawha County Schools. (n.d.). Retrieved from https://kcs.kana.k12.wv.us/
Kirk-Duggan, C. (2019). Eliminating ignorance, Womanist perspectival discourse, and Cannon formation. Journal of Feminist Studies in Religion, 35(1), 113–120. Retrieved from https://www.jstor.org/stable/10.2979/jfemistudreli.35.1.16
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
MacDonald, S.P. (2020). Place-based learning as a higher impact educational practice. Interdisciplinary Team Teaching. https://doi.org/10.1007/978-3-030-56302-8
Moitra, K. (2014). Storytelling as an active learning tool to engage students in a genetics classroom. Journal of Microbiology & Biology Education, 15(2), 332–334. https://doi.org/10.1128/jmbe.v15i2.815
Mousseau, J. (n.d.). Diversity Resources. Retrieved from https://www.diveristyresources.com
Ravitch, D. (2000). The great school wars: A history of the New York City public schools. JHU Press.
Ravitch, D. (2020). Slaying Goliath: The passionate resistance to privatization and the fight to save America’s public schools. Vintage.
Schiffrin, D., De Fina, A., & Nylund, A. (2010). Telling Stories: Language, narrative, and social life. Georgetown University Press. Retrieved from https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781589016743
Southern Poverty Legal Center (SPLC). (n.d.). Retrieved from https://www.splcenter.org/
Squire, C. (2020). Stories changing lives: Narratives and paths toward social change. USA: Oxford University Press.
The Tapestry Institute. (n.d.). Retrieved from www.tapestryinstitute.org
van Eck, C., van Gastel, J., & van Kessel, E. (Eds.). (2014). The secret lives of artworks: Exploring the boundaries between art and life. Leiden University Press.
Warren-Gordon, K. (2020). The power of storytelling: Building trust and connections between community members and police. Liberal Education, 106(3).
Watson, M. (2018). Learning to trust attachment theory and classroom management (2nd Ed.). Oxford University Press USA - OSO.
