The assertion that empathy is an essential characteristic of equity work in higher education demands educators operate from a place of justice, fairness, and inclusive practice. Empathy is a personal quality that allows educators to consider another's perspective to inform the decision-making process about policy, procedures, program and service design, and teaching pedagogy. Thus, engaging empathy in everyday practice supports the potential to create more equitable and inclusive environments as well as standards for serving a diverse student population. Achieving Equity in Higher Education Using Empathy as a Guiding Principle explores what empathy is, how empathy can be developed, and how empathy can be applied in an educator's practice to achieve equity-mindedness and mitigate inequitable student outcomes in and out of the classroom. The book also argues that self-examination and engaging empathy is a way to thoughtfully examine differences and uphold the values of humanity. Covering topics such as intercultural listening and program development, this reference work is ideal for administrators, practitioners, academicians, scholars, researchers, instructors, and students.

There is growing pressure on teachers and faculty to understand and adopt best practices to work with diverse races, cultures, and languages in modern classrooms. Establishing sound pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners and help their learners to become successful global citizens. The Handbook of Research on Diversity and Social Justice in Higher Education is a cutting-edge research book that examines cross-cultural perspectives, challenges, and opportunities pertaining to advancing diversity and social justice in higher education. Furthermore, the book explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge through appropriate diversity education models as well as effective social justice practices. Highlighting a range of topics such as cultural taxation, intercultural engagement, and teacher preparation, this book is essential for teachers, faculty, academicians, researchers, administrators, policymakers, and students.

Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South?South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean's trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.