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Diversity, inclusion, and decolonization : practical tools for improving teaching, research, and scholarship /
Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn&#...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bristol, UK :
Bristol University Press,
2022.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Diversity, inclusion, and decolonization : |b practical tools for improving teaching, research, and scholarship / |c edited by Abby Day, Lois Lee, Dave S. P. Thomas, and James Spickard. |
| 264 | 1 | |a Bristol, UK : |b Bristol University Press, |c 2022. | |
| 264 | 4 | |c Ã2022 | |
| 300 | |a 1 online resource (xii, 272 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on May 18, 2022). | |
| 505 | 0 | |a Front Cover -- Diversity, Inclusion and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship -- Copyright information -- Table of contents -- List of Figures and Tables -- Notes on Contributors -- Acknowledgments -- Typographical Note -- Introduction: Why Diversity, Inclusion, and Decolonization Matter -- Diversity, inclusion, and decolonization -- Elitisms and the university today -- Why diversity, inclusion, and decolonization matter -- Why is change so hard? -- This volume -- An invitation -- References -- Part I Changing Universities | |
| 505 | 8 | |a 1 Negotiating Diversity, a Personal Reflection -- Introduction -- 1980s radicalism -- 1990s challenges -- 2000s managerialism -- 2010s intersectionality -- Looking to the 2020s -- 2 Demystifying the 'Decolonizing' and 'Diversity' Slippage: Reflections from Sociology -- Introduction: critiquing the decolonizing-diversity slippage -- Three principles in decolonizing the curriculum -- Decolonizing knowledge and the attack on Eurocentrism -- Decolonizing is a relational process -- Justice against epistemicide | |
| 505 | 8 | |a Concluding thoughts and practical reflections: a world beyond diversity, inclusion, and equality -- Notes -- References -- 3 Doing Diversity Inclusively: 'East Asians' in Western Universities -- Introduction -- Racialized 'East Asian' students in postcolonial Britain -- The culturalist origin of European racism -- Chinese beliefs and Christian inclusivity: UK-based study -- Conclusion -- Notes -- References -- 4 This Island's Mine: University Teaching as Inclusive Dramaturgy -- Prologue: setting the scene -- Act One: What is the managerialist-adjustment model? | |
| 505 | 8 | |a Act Two: What if theory were taught using the principles of inclusive dramaturgy? -- Returning to the studio -- Act Three: What next? Being realistic in changing university teaching -- References -- 5 Emergent Tensions in Diversity and Inclusion Work in Universities: Reflections on Policy and Practice -- Introduction -- The promises and contradictions of diversity and inclusion work in universities -- The inclusivity workshop -- Workshop reflections -- Question 1: Who does the work? -- Question 2: What work needs to be done? -- Question 3: How do we do the work? -- Conclusions -- References | |
| 505 | 8 | |a Part II Diversifying Curricula -- 6 How 'Diverse' is Your Reading List? Tools, Tips, and Challenges -- Introduction: The shifting context for curriculum reform in the United Kingdom -- A social science case study and four toolkits -- Ten tips for reviewing the authors on reading lists -- 1 Use theoretical tools -- 2. Engage students -- 3. Engage staff -- 4 Be reflexive -- 5 Seek resources -- 6. Determine which author characteristics are salient -- 7. Collect and manage data -- 8 Analyse data -- 9 Consider ethical issues -- 10 Get started ... -- References | |
| 520 | |a Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn't? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to 'doing diversity' in the social sciences and humanities and decolonising higher education as a whole. | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 650 | 0 | |a Education, Higher |x Social aspects. | |
| 650 | 0 | |a Multicultural education. | |
| 650 | 0 | |a Educational equalization. | |
| 650 | 7 | |a SOCIAL SCIENCE / Minority Studies. |2 bisacsh | |
| 650 | 7 | |a Education, Higher |x Social aspects. |2 fast |0 (OCoLC)fst00903107 | |
| 650 | 7 | |a Educational equalization. |2 fast |0 (OCoLC)fst00903418 | |
| 650 | 7 | |a Multicultural education. |2 fast |0 (OCoLC)fst01028816 | |
| 700 | 1 | |a Day, Abby, |d 1956- |e editor. | |
| 700 | 1 | |a Lee, Lois |c (Research associate), |e editor. | |
| 700 | 1 | |a Thomas, Dave S. P., |e editor. | |
| 700 | 1 | |a Spickard, James V., |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9781529216660 |
| 776 | 0 | 8 | |i Print version: |z 1529216648 |z 9781529216646 |w (OCoLC)1305437751 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctv2jn920v |z Texto completo |
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| 938 | |a EBSCOhost |b EBSC |n 3279813 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6975819 | ||
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