This essential resource helps educators tackle the most common and challenging dilemmas that arise in today's classroom - such as diversity, privilege, and intersectionality. This book examines common challenges that arise for educators teaching social justice and diversity-related courses and offers best practices for addressing them. Contributors cover issues such as the many roles instructors play, inside and outside of college and university classrooms, for example, in handling personal threats, responsibly incorporating current events related to social justice into classroom discussion, navigating one's own stigmatized or privileged identities, dealing with bias in teaching evaluations, and engaging in self-care. The authors' backgrounds offer unique perspectives from which to approach such complex subject matter; several contributors are feminist or intersectional scholars with the experience and expertise to address the pedagogical dilemmas that often arise in teaching social justice. Many of the issues discussed arise from the authors' own experiences as teachers in the current social climate; however, they also are verified by research on quality teaching in general and teaching about diversity specifically.
Preface Faye Crosby 1: Introduction Kim Case, Mary E. Kite, and Wendy R. Williams 2: Ground Rules for Discussing Diversity: Complex Considerations Susan B. Goldstein 3: Social Justice Burnout: Engaging in SelfCare While Doing Diversity Work Asia Eaton and Leah Warner 4: Mistakes Were Made: Recovering When an Instructor's Error Affects Classroom Dynamics Mary E. Kite, Samuel M. Colbert, and Scott M. Barrera 5: Faculty Stereotype Threat in the Classroom Desdamona Rios, Kim Case, Salena Brody and David Rivera 6: Becoming a Target: Anonymous Threats While Teaching Diversity Classes Lisa S. Wagner and Ja'Nina Garrett-Walker 7: Inclusion/Exclusion: Balancing Viewpoint Diversity and Harmful Speech in the Multicultural Classroom Salena M. Brody and Darren R. Bernal 8: The Efficacy Paradox: Teaching about Structural Inequality While Keeping Students' Hope Alive Lisa M. Brown 9: Responding to Events in the News Ryan Pickering 10: Raising the Consciousness of Students Holding In-group Stereotypes Lisa M. Brown and Wendy R. Williams 11: White Privilege in the Classroom Leah Warner, Lisa Wagner, and Patrick Grzanka 12: Navigating Difficult Moments Outside the Classroom Wendy R. Williams and F. Tyler Sergent 13: Contemporary Issues in Terminology: Using Gender-Inclusive Language to Create Affirming Spaces Amanda J. Wyrick 14: Prejudice and Older Adults: Challenging Conversations Lisa S. Wagner, Tana M. Luger and Matthew Calamai 15: Outsiders Teaching Insiders: How Instructors from Privileged Groups Can Effectively Teach about Diversity Susan B. Goldstein 16: "Freedom of Speech": Addressing Prejudicial Comments Without Stifling Discussion Leah Warner 17: Student Evaluations of Teaching: Can Teaching Social Justice Negatively Affect One's Career? Guy A. Boysen
