Shifting the onus from racial/ethnic minority students to faculty: Accountability for culturally inclusive pedagogy and curricula

Loading...
Thumbnail Image
Penn collection
GSE Faculty Research
Degree type
Discipline
Subject
Teaching and Learning
Education
Funder
Grant number
License
Copyright date
Distributor
Related resources
Author
Quaye, Ph.D., Stephen John
Contributor
Abstract

In this article, our goal is to personalize the concerns of diverse student populations and encourage faculty to intentionally incorporate cultural inclusion into their pedagogy and their courses. In light of a student's story (Julian) story and the responses of some of his peers, we emphasize that the onus needs to shift from students, who are expected to adjust to insensitive and monocultural classroom environments, to faculty, who need to change their teaching approaches to benefit an increasingly diverse array of students.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
2007-01-01
Journal title
Liberal Education
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Suggested Citation: Quaye, S. J., & Harper, S. R. (2007). Shifting the onus from racial/ethnic minority students to faculty: Accountability for culturally inclusive pedagogy and curricula. Liberal Education, 92(3), 19-24. http://www.aacu.org/liberaleducation/le-su07/le-su07_perspective.cfm
Recommended citation
Collection