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8 - Constructive Diversity Pedagogy for Challenging Classroom Dialogues

Participatory Action Research with Interdisciplinary Faculty

from Part II - Research, Assessment, and Program Evaluation

Published online by Cambridge University Press:  16 December 2021

By
Margo A. Jackson  and
Shannon R. Waite
Edited by
Caroline S. Clauss-Ehlers
Caroline S. Clauss-Ehlers
Affiliation:
Long Island University, New York
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Summary

Relevant to the values of community psychology, we described the foundation for a professional development, participatory action research project with an interdisciplinary and diverse group of new faculty. The Constructive Diversity Pedagogy Participatory Action Research (CDP PAR) project was originated as one response, in the context of our university community and broader sociopolitical current events, to expand educating for social justice. This collaborative seed project was conducted by and for the CDP PAR faculty team of participants. In an intensive, small-group, semester-long professional development program, the team focused on examining and promoting together our own (a) social justice critical consciousness and (b) skills to facilitate challenging diversity dialogues in our classrooms that advance social justice critical consciousness, include multiple voices, consider alternative perspectives, and expand learning.

Keywords

Constructive diversity pedagogychallenging classroom dialoguesparticipatory action researchinterdisciplinary facultyuniversity community
Type
Chapter
Information
The Cambridge Handbook of Community Psychology
Interdisciplinary and Contextual Perspectives
 , pp. 161 - 174
Publisher: Cambridge University Press
Print publication year: 2021

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