Date of this Version
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.
Quaye, Ph.D., S. J., & Harper, Ph.D., S. R. (2007). Shifting the onus from racial/ethnic minority students to faculty: Accountability for culturally inclusive pedagogy and curricula. Liberal Education, 19-24. Retrieved from http://repository.upenn.edu/gse_pubs/207
Date Posted: 20 July 2010