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Teaching and Learning for Social Justice and Equity in Higher Education

Overview of attention for book
Cover of 'Teaching and Learning for Social Justice and Equity in Higher Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 What Trans-Inclusive Curriculum Design Offers Title IX Processes
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    Chapter 3 Meeting People Where They Are, Without Meeting Them in Hell: A Tempered Radical Approach to Teaching Equity and Justice in Risk-Averse Environments
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    Chapter 4 Uncovering (w)hiteness: Developing a Critically-Informed Exercise for Higher Education Professionals
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    Chapter 5 The Pervasive Whiteness of Service-Learning: The Case for Pedagogies of Humility
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    Chapter 6 Facilitating Liberatory Relationships for Women of Color in Academia Through Mentorship
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    Chapter 7 Facilitating Major Choice with and Without Typology Assessments: An Action Research Project in an Introduction to Business Classroom
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    Chapter 8 A Twenty-First-Century Teach-In for Inclusion and Justice: Co-curriculum at the Intersections of Scholarship, Activism, and Civic Engagement
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    Chapter 9 An Inclusive Classroom: Ongoing Programs to Develop Faculty Awareness and Knowledge of Teaching Strategies
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    Chapter 10 Adoption of a Cross-Campus Community of Practice for the Implementation of Equity-Focused Faculty Development
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    Chapter 11 Conclusion
Attention for Chapter 1: Introduction
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Readers on

mendeley
2 Mendeley
Summary
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Chapter title
Introduction
Chapter number 1
Book title
Teaching and Learning for Social Justice and Equity in Higher Education
Published by
Palgrave Macmillan, Cham, October 2021
DOI 10.1007/978-3-030-81143-3_1
Book ISBNs
978-3-03-081142-6, 978-3-03-081143-3
Authors

Ozaki, C. Casey, Parson, Laura

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 1 50%
Unknown 1 50%
Readers by discipline Count As %
Social Sciences 1 50%
Unknown 1 50%

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