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Strategies for fostering inclusive classrooms in higher education : international perspectives on equity and inclusion /
This volume will provide educators with an understanding of challenges associated with equity and inclusion at higher education institutions globally and with evidence-based strategies for addressing the challenges associated with implementing equity and inclusion.
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
United Kingdom :
Emerald Publishing,
2019.
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| Colección: | Innovations in higher education teaching and learning ;
Volume 16. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- Intro; Contents; List of Contributors; Series Editor's Introduction; Innovations in Higher Education Teaching and Learning; Introduction to Strategies for Fostering Inclusive Classrooms in Higher Education; Introduction; Defining Inclusive Classrooms; Defining Diversity; Defining Culture; Defining Multiculturalism; Creating Inclusive and Multicultural Classrooms; Inclusive Strategies; Summary; Chapter Overviews; Conclusion; References; Chapter 1: Global Perspectives on Academic Integrity; Action Research; Significance of Academic Integrity
- Challenges with International Students and Academic IntegrityCultural Values Differences; Individualism Index; Power Distance; Indulgence versus Restraint; Ethical Underpinnings; Authorial Identity; Action Research Results; Detecting and Punishing Plagiarism; Results; Reaction; Teaching Students How to Cite and Reference Properly
- AI Workshop; Results; Communicating Significance of AI in all Courses; Results; Educating Students to be Self-authors (Part I); Results; Educating Students to be Self-authors (Part II); Summary; References
- Chapter 2: Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student-Faculty Pedagogical Partnerships to Epistemic JusticeIntroduction; Project Background, Research Question, and Methods; Epistemic Justice as an Interpretive Framework; Pedagogical Partnership as a Practice; Project Findings: Promoting Epistemic Justice Through Pedagogical Partnership; Creating More Equitable Conceptions of Knowing and Knowledge; Who is a Knower?; How Does Knowing Work?; Which Knowledge has Worth?; Fostering Epistemic Confidence; Gaining Confidence; Sharing Knowledge; Discussion; References
- Chapter 3: Cultural Mediation Pedagogy and Its Ability to Enable Bridge-Building Between Two Coexisting Groups That Do Not MeetContext; Research Questions; Relevance of this Research; Conceptual Framework; Methodology; Data Collection; Measurement Instruments; Results; TWO PEDAGOGICAL EXPERIENCES OF CULTURAL MEDIATION; 1. Cultural mediation inside the classroom; 2. Cultural mediation outside of the classroom; CONCLUSION; References; Chapter 4: The Minimal Link of a Thing in Common: A Framework for Academic Outreach in Widening Participation in Australia; Introduction
- The Link Project: Outlining the Challenge for Academic OutreachMapping a Framework for Bridging Incongruence: The Minimal Link of a Thing in Common; Opening Up the Pedagogical Space: "Making Meaning Through Montage"; The Material Does it All: "I Remember"; Subverting Curriculum: "To Kill a Mockingbird"; Extracting the Model: "Universal Teaching"; Conclusion; References; Chapter 5: Decolonizing the Classroom in Social Justice Learning: Perspectives on Access and Inclusion for Participants Living with Disabilities; Introduction; From the Literature; Language as a Tool of Exclusion