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Teaching Diversity and Inclusion: Examples from a French-Speaking
Classroom explores new and pioneering strategies for transforming
current teaching practices into equitable, inclusive and immersive
classrooms for all students. This cutting-edge volume dares to ask
new questions, and shares innovative, concrete tools useful to a
wide variety of classrooms and institutional contexts, far beyond
any disciplinary borders. This book aims to instill classroom
approaches which allow every student to feel safe to share their
truth and to reflect deeply about their own identity and
challenges, discussing course design, assignments, technologies,
activities, and strategies that target diversity and inclusion in
the French classroom. Each chapter shares why and how to design an
inclusive community of learners, including opportunities to promote
interdisciplinary approaches and cross-disciplinary collaborations,
exploring cultures and underrepresented perspectives, and
distinguishing unconscious biases. The essays also provide
theoretical and practical strategies adaptable to any reflective
teacher desiring to create a welcoming, inclusive classroom that
draws in students they might not otherwise attract. This long
overdue work will be ideal for both undergraduate and graduate
students and administrators seeking fresh approaches to diversity
in the classroom.
Teaching Diversity and Inclusion: Examples from a French-Speaking
Classroom explores new and pioneering strategies for transforming
current teaching practices into equitable, inclusive and immersive
classrooms for all students. This cutting-edge volume dares to ask
new questions, and shares innovative, concrete tools useful to a
wide variety of classrooms and institutional contexts, far beyond
any disciplinary borders. This book aims to instill classroom
approaches which allow every student to feel safe to share their
truth and to reflect deeply about their own identity and
challenges, discussing course design, assignments, technologies,
activities, and strategies that target diversity and inclusion in
the French classroom. Each chapter shares why and how to design an
inclusive community of learners, including opportunities to promote
interdisciplinary approaches and cross-disciplinary collaborations,
exploring cultures and underrepresented perspectives, and
distinguishing unconscious biases. The essays also provide
theoretical and practical strategies adaptable to any reflective
teacher desiring to create a welcoming, inclusive classroom that
draws in students they might not otherwise attract. This long
overdue work will be ideal for both undergraduate and graduate
students and administrators seeking fresh approaches to diversity
in the classroom.
This volume investigates how teaching practices can address the
changing status of literature in the French classroom. Focusing on
how women writing in French are changing the face of French
Studies, opening the canon to not only new approaches to gender but
to genre, expanding interdisciplinary studies and aiding scholars
to rethink the teaching of literature, each chapter provides
concrete strategies useful to a wide variety of classrooms and
institutional contexts. Essays address how to bring French Studies
and women's and gender studies into the twenty-first century
through intersections of autobiography, gender issues and
technology; ways to introduce beginning and intermediate students
to the rich diversity of women writing in French; strategies for
teaching postcolonial writing and literary theory; and
interdisciplinary approaches to expand our student audiences in the
United States, Canada, or abroad. In short, revisiting how we
teach, why we teach, and what we teach through the prism of women's
texts and lives while raising issues that affect cisgender women of
the Hexagon, queer and other-gendered women, immigrants and
residents of the postcolony attracts more openly diverse students.
Whether new to the profession or seasoned educators, faculty will
find new ideas to invigorate and diversify their pedagogical
approaches.
This volume investigates how teaching practices can address the
changing status of literature in the French classroom. Focusing on
how women writing in French are changing the face of French
Studies, opening the canon to not only new approaches to gender but
to genre, expanding interdisciplinary studies and aiding scholars
to rethink the teaching of literature, each chapter provides
concrete strategies useful to a wide variety of classrooms and
institutional contexts. Essays address how to bring French Studies
and women's and gender studies into the twenty-first century
through intersections of autobiography, gender issues and
technology; ways to introduce beginning and intermediate students
to the rich diversity of women writing in French; strategies for
teaching postcolonial writing and literary theory; and
interdisciplinary approaches to expand our student audiences in the
United States, Canada, or abroad. In short, revisiting how we
teach, why we teach, and what we teach through the prism of women's
texts and lives while raising issues that affect cisgender women of
the Hexagon, queer and other-gendered women, immigrants and
residents of the postcolony attracts more openly diverse students.
Whether new to the profession or seasoned educators, faculty will
find new ideas to invigorate and diversify their pedagogical
approaches.
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