Teaching Diversity Relationally: Engaging Emotions and Embracing Possibilities offers process-oriented guidance for negotiating the psychological and relational challenges inherent in teaching about race, privilege, and oppression. Grounded in the philosophy of Transformative Education and incorporating psychological theories, the authors present concrete strategies for effectively teaching diversity and social justice courses. The authors develop an intersectional social justice framework for Transformative Education that emphasizes five emotional-relational pillars of successful teaching for diversity: cultivating reflexivity and exploration of positionality; engaging emotions; fostering perspective taking and empathy; promoting community and relational learning; and encouraging agency and responsibility. They provide guidance on how to prepare for social justice education that fosters the growth of learners and educators by addressing intersecting levels of engagement—intrapsychic (within individual students and educators), relational (between students, between faculty and students), and group dynamic. Teaching Diversity Relationally follows the developmental arc of a diversity course across a semester, exploring how students respond as the course moves into deeper content material and more intense discussions. The authors describe the psychology behind these responses, and offer best practices for different points in the semester to facilitate learning, manage class dynamics, build connections among students, and prevent faculty burnout. Teaching Diversity Relationally addresses the teaching process in diversity courses. The authors' companion text, Unraveling Assumptions: A Primer for Understanding Oppression and Privilege provides the foundational content for university courses that can be expanded upon with a range of disciplines. Unraveling Assumptions offers an introductory exploration of power, privilege, and oppression as foundations of systems of inequality and examines complexities within meanings and lived experiences of race, ethnicity, gender, sexuality, disability, and social class.

Focuses on preparing teachers for how to teach diverse populations in a school setting. Multicultural education. Designed for undergraduate and graduate-level courses on multicultural education in colleges of education.

As teaching is socially, culturally, and politically constructed, it is important that teacher educators committed to social justice attempt to create secure environment where all voices are heard and teacher candidates can inquire into personally and socially challenging topics within a safe and caring classroom culture. Relationships of trust are fundamental to teaching about social justice and to being receptive as learners in such classes. Mindfulness on the part of teacher educators and teacher candidates can go a long way in fostering respect, openness and acceptance in such classes. Together they can lead to teacher educators and candidates thinking deeply about themselves, schools and schooling as they move towards a vision of a more equitable and just society. The teacher educators who have contributed to this volume recognize the challenges of balancing respect for their students with the call to social justice. Their accounts and critical reflections convey how relational and mindful approaches might offer positive avenues to self and shared exploration by teacher candidates and teacher educators alike. Several chapters attend to the challenges for educators as they encounter culturally and linguistically diverse contexts. Others attend to these issues within the complexity of diverse university classrooms in order to guide teacher candidates towards dispositions and practices that help foster inclusion and engage diverse learners and communities. Together, these chapters offer thoughtful approaches to living alongside aspiring teachers as they develop deeper understanding of the concepts of race and diversity, and inclusive approaches to teaching and learning.

this collection documents a key moment in the history of Writing Across the Curriculum, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges.

The increase in reported levels of stress and burnout in teachers across Europe highlights the importance of teachers' social and emotional competencies and diversity awareness (SEDA). Since teaching is an extremely social and emotional process where diversity, if recognised, is embraced at every step, we believe that supporting teachers to develop SEDA competencies is the key to shaping not only the positive relationships of living and learning together in classrooms, but also, in living and learning together in society. Once SEDA competencies are supported, a positive shift can occur at the level of individual teacher, classroom, school and society level. The book is our way of experimentally demonstrating how teachers' SEDA can be supported across Europe (Volume I) and how policy can support these processes (Volume II). Volume I focuses on the innovative conceptual overlap of social and emotional competencies and diversity awareness and experimentally test it across European countries - with an emphasis on conceptualisation, implementation and evaluation processes.

This book provides targeted advice to Black, Indigenous, and People of Color (BIPOC) in the mental health professions on how to navigate, resist, and transform institutions and policies that were not designed for them. A diverse team of BIPOC leaders reveal their experiences of race-related stress and how they draw on cultural strengths and anti-oppressive frameworks to create more inclusive, equitable, and culturally affirming approaches to mental health training, research, and practice. This book illustrates how it is possible for BIPOC students and professionals to have a career that is more sustainable, allows authenticity to emerge, and sparks transformative change in clients, students, organizations, and society. It addresses the unique professional development needs of BIPOC individuals across different career stages and professional roles. Covering topics such as how to respond to microaggressions from patients, become a media contributor, or step into organizational leadership, each core chapter includes a discussion of the pertinent literature, culturally grounded theories, personal reflections, and actionable strategies for community healing and social change. This essential guide will inspire trainees, practitioners, educators, and administrators in the fields of social work, psychology, counseling, psychiatry, education, and public health, to envision a path toward a more culturally affirming and transformative career. The introduction, chapter 1, and chapter 25 of this book are freely available as downloadable Open Access PDF’s at http://www.taylorfrancis.com.

A mentor, advisor, or even a friend? Making connections in college makes all the difference. What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.