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1 results

  • 8 - Constructive Diversity Pedagogy for Challenging Classroom Dialogues

  • from Part II - Research, Assessment, and Program Evaluation
  • Edited by Caroline S. Clauss-Ehlers, Long Island University, New York
  • Book:
    The Cambridge Handbook of Community Psychology
    Published online:
    16 December 2021
    Print publication:
    16 December 2021, pp 161-174

  • 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.