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This compact book is constructed using psychological theory and
research to empower university faculty to facilitate student
engagement and address student resistance to diversity and social
justice education more effectively. University faculty
teaching diversity and social justice have traditionally
encountered various forms of student resistance. Recent cultural
trends of political opposition to teaching critical race theory and
other forms of increased polarization and scapegoating with
decreased levels of social tolerance have exacerbated challenges in
promoting student engagement in diversity and social justice
education in universities and colleges. In contrast to
traditional models that tend to be confrontational in addressing
student biases, the new Moving Towards Social Justice (MTSJ),
Relational Partnership Development Model (RPDM) and process
theoretical models seek to build on appropriate pre-existing
strengths, interests, values, and the developmental readiness of
students who might otherwise oppose learning about the contexts,
lives, and predicaments of marginalized persons living in various
intersections of gender, race, ethnicity, national origin,
immigration status, sexual orientation, gender identity and
ability/disability status. Emphasis is placed on the development of
professional and life skills, such as wisdom and intercultural
competence, which provide incentives and remove barriers to
learning about social justice and diversity. Project-based learning
approaches grounded in a developmental framework to foster the
thriving and well-being of diverse students, collaborative partners
in the community, and diverse persons served by the community
partners are emphasized. The role of empirical assessment,
feedback, and program refinement over time is also delineated
within the models. Subverting Resistance to Social Justice and
Diversity Education: Constructive Approaches with Undergraduate
Students is an indispensable and timely resource for
university and college instructors who teach courses or have
significant portions of a class that involve education around
social justice, diversity, and intersectionality issues, such as
cross-cultural psychology, multicultural psychology, social work,
sociology, intercultural communication, and counseling or clinical
practice with individuals or families from diverse social
locations. University officers of diversity, faculty development
providers, and other administrators interested in empowering
university faculty to increase student engagement in social justice
and diversity education also would find the book a useful
reference.
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Triptych (Paperback)
April Vinding
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R586
R477
Discovery Miles 4 770
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Triptych (Hardcover)
April Vinding
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R1,046
R835
Discovery Miles 8 350
Save R211 (20%)
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