Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Teaching and Learning for Social Justice and Equity in Higher Education: Co-Curricular Environments

Teaching and Learning for Social Justice and Equity in Higher Education: Co-Curricular Environments

Parson, Laura
Ozaki, C. Casey

Hardcover

General Education

ISBN10: 3030811425
ISBN13: 9783030811426
Publisher: Palgrave Macmillan
Published: Oct 26 2021
Pages: 206
Weight: 1.08
Height: 0.56 Width: 6.14 Depth: 9.21
Language: English
1. Introduction 2. Reimagining the Ivory Tower: A Case for Implementing Social Justice Pedagogies Outside the Classroom 3. Creating seamless learning models: Applying academic pedagogy to student affairs practice 4. Building Co-Curriculum at the Intersections of Scholarship, Activism, and Civic Engagement: A Twenty-First-Century Teach-In for Inclusion and Justice 5. Philosophy, Policy and Practice: Student Activism as Leadership Development and Civic Engagement 6. The Pervasive Whiteness of Service-Learning: The Case for Critical Whiteness Pedagogy 7. Transforming College Admissions: Applying Transformative Learning Theory to the Field of College Admissions 8. The Cultural Engagement and Knowledge Building of Students through the SoTL in an Innovative First-Year Experience Course 9. Facilitating Liberatory Relationships for Women of Color in Academia Through Mentorship 10. Making the structure listen: International Students and the Need for Communal Resilience 11. Taking a Critical Approach to Supporting Black Greek Letter Organizations at PWIs12. Restorative Justice in Student Conduct 13. Promoting Social Justice in Residence Life Curriculum 14. HBCU Professionals as Empowerment Agents: Strategies for Social Justice Support 15. An Inclusive Classroom Framework: Resources, Onboarding Approach, and Ongoing Programs to Develop Faculty Awareness 16. Conclusions

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