NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ914539
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-1066-5684
Enacting Inclusivity through Engaged Pedagogy: A Higher Education Perspective
Danowitz, Mary Ann; Tuitt, Frank
Equity & Excellence in Education, v44 n1 p40-56 2011
The purpose of this article is to describe a curricular change process used to incorporate inclusivity and diversity in a Higher Education Ph.D. program. The efforts of faculty members and students to practice engaged pedagogy as advocated by bell hooks are also described. Accounts from two agents, a professor and assistant professor working in the graduate program, of the re-envisioning and development processes focus on three types of changes: strategic administrative actions, curricular change, and pedagogical change. The authors use critical race and feminist perspectives and personal narratives to describe their experiences and how these led to incorporating radical and transformative perspectives in the classroom as they worked collaboratively with students to recognize various kinds of racism, sexism, and inequalities in their lives at the university and in society. Students were supported to find dissertation methodologies and topics consistent with their values. (Contains 1 table and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A