Teaching for Diversity and Social Justice (2nd edition) edited by Maurianne Adams, Lee Anne Bell, and Pat Griffin; 2007 & Readings for Diversity and Social Justice (2nd edition) Adams, Blumfield, Casteneda, Hackman, Peters and Zuniga; 2010
Teaching for Diversity and Social Justice (second edition) edited by Maurianne Adams, Lee Anne Bell, and Pat Griffin; 2007, New York, Routledge Publishing.
Readings for Diversity and Social Justice (second edition) edited by Maurianne Adams, Warren J. Blumfield, Rosie Casteneda, Heather W. Hackman, Madeline L. Peters, and Ximena Zuniga; 2010, New York, Routledge Publishing.
These companion books have been used across many campuses as the seminal readings when embarking on diversity and social justice teaching and learning. The College of Education leadership team read the Teaching for Diversity and Social Justice book throughout the fall of 2012. Each person was assigned a particular chapter and throughout the semester was asked to present on what was read. As they presented, they were to align what was read with their experiences as well as discuss how what was read could be incorporated into their teaching or embedded in courses. The purpose of this exercise was so that we as leaders would have a shared knowledge base and develop specific skills pertaining to diversity and social justice. As we explored the topics throughout the sessions, we were able to reflect on our own dispositional stances around race, sex, gender, age, religion, and class. We interacted through retelling our personal narratives and exploring the genesis of some of our conditioned notions. We recognized that we could not lead others to reflect on their dispositions or to interrupt antiquated notions if we did not understand how to replace old notions with new ideas. This book contains a CD that has a plethora of activities for course-based implementation.
I have used the companion book Readings for Diversity and Social Justice as I taught classes to pre-professionals and workshops to teachers pertaining to equity and inclusion issues that are societal and classroom-based. One of the pieces pertaining to how our conceptual understandings about diversity and social justices are generated and inculcated is entitled “The Cycle of Socialization.” In this reading, Bobbie Harro explained that we are socialized at the personal level and further reinforced by institutions such as the church and school and then further reinforced by our family, peers, and colleagues. If we do not break this cycle with opportunities to raise consciousness, educate, or take a stand, then we perpetuate the cycle. Another reading in this volume is entitled “What Does the Bible Say about Homosexuality?” Rev. Dr. F. Jay Deacon explores each of the verses that are viewed as the basis for civil legislation being based on the Bible. He cautions that the Bible can justify anything when isolated verses are pulled out of context. These two readings are just examples of the engaging and educational entries that are in this volume. I encourage you to preview the table of contents of this book and to select readings that are aligned with your teaching to challenge our students to think inclusively.