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Teaching for Inclusivity, Diversity, and Equity Readings & Resources

Center for Teaching Excellence Division of Student Success

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Readings & Resources

Below please note a series of questions centered on self-reflecting on how we can create inclusive, diverse, and equitable spaces for teaching and learning. The readings and resources provided under each section are only a starting point and an introduction to scholarship and pedagogical conversations in this area. We also welcome additional suggestions as well as your own pieces and additional self-guided questions! Please e-mail us at cte@utrgv.edu if you'd like to submit any questions/articles/resources.

How do I know to what extent my teaching practices are inclusive and responsive to difference across, race, ethnicity, ability, and gender?

Start here for  a self-guided assessment/framework

Use the Syllabus Review Guide for Equity-Minded Practice as a Self-Assessment Tool

Review Concepts and Activities for Racial Equity Work from the Center for Urban Education

Why do we need social justice and multicultural education?

Welcome to the Leading Equity Podcast 

147: Why White Students Need Multicultural and Social Justice Education 

Visit the following guide on Inclusive Teaching from Columbia University 

Addressing STEM Culture and Climate to Increase Diversity in STEM Disciplines 

How can I meaningfully incorporate cultural and linguistic diversity in my teaching?

10 Ways to Tackle Linguistic Bias in Our Classrooms 

Supporting Linguistically and Culturally Diverse Learners in English Education 

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. 

Guajardo, M. & Guajardo, F. (2008). Transformative education: Chronicling a pedagogy for social change. Anthropology & Education, 39(1). 3-22. 

Moll, L.C., Amanti, C., Neff, D., Gonzalez, N. (2001). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice 31(2), 132-141. 

O'Connor, B.H. (2019), “Everything Went Boom”: Kinship Narratives of Transfronterizo University Students. The Journal of Latin American and Caribbean Anthropology, 24: 242-262. https://doi.org/10.1111/jlca.12346 

How do I design inclusive syllabi and what does “decolonize my syllabus and grading policies” imply?

It’s Time to Decolonize that Syllabus  

Steps to take in preparing/designing a “decolonized” course: Decolonizing Your Syllabus 

Do Not ‘Decolonize' . . . If You Are Not Decolonizing: Progressive Language and Planning Beyond a Hollow Academic Rebranding 

Tuck & Yang: Decolonization is Not a Metaphor

How do I get started with enacting anti-racist pedagogies?

Episode 14: Practicing Anti-Racist Pedagogy with Alisa Sánchez, Carlos Delgado, and Jessi Johnson 

White Teacher, Know Thyself: Improving Anti-Racist Praxis Through Racial Identity Development by Jamie Utt and Shelly Tochluk  

Antiracist WAC (Writing Across the Curriculum) Toolkit [includes downloadable assessment strategies and sample syllabus] 

Ibram X. Kendi | Full interview: Fighting racism, how to be antiracist 

Anti-Racist Pedagogy in Action: First Steps  

Anti-Racist Pedagogy Guide: Home (USC Libraries) 

How do I incorporate community engagement and the cultural context of the Valley in my teaching?

Borderlands / La Frontera: The New Mestiza by Gloria Anzaldua would be a great resource to add.  

Chrislip, D. D. (2002). The collaborative leadership fieldbook: A guide for citizens and civic leaders. San Francisco: Jossey-Bass. ISBN: 0-7879-5719-4 (Although the textbook is older, it is a seminal work and provides a model for developing community projects.) 

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