Diversity
Getting Started: A Few Readings on Diversity, Multiculturalism, and Critical Pedagogy
The following books, articles, and scholarly research are intended as an introduction for those interested in learning about diversity in a teaching or professional setting. The readings explore issues of race, class, gender, and sexual orientation in the classroom; historical analyses of diversity issues in curricula; key works in critical pedagogical theory; and classroom resources relevant to teaching art.
Articles
Nancy J. Evans, “Creating a Positive Learning Environment for Gay, Lesbian, and Bisexual Students,” New Directions for Teaching and Learning 2000, no. 82 (Summer 2000): 81–87, doi: 10.1002/tl.8208.
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” Peace and Freedom TK, no.TK (July/August 1989): 10–12.
Books
Gloria E. Anzaldúa, ed., Making Face, Making Soul/Haciendo Caras: Creative and Critical Perspectives by Feminists of Color (San Francisco: Aunt Lute Foundation, 1990).
Susan Cahan and Zoya Kocur, eds., Contemporary Art and Multicultural Education (New York: New Museum of Contemporary Art/Routledge, 1996).
bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1994).
Christine E. Sleeter and Carl A. Grant, Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender, 6th ed. (Hoboken, NJ: John Wiley, 2009).
Research
Adam Howard, “Elite Visions: Privileged Perceptions of Self and Others,” Teachers College Record 112, no. 8 (2010), 1971–92.
Sheila Slaughter, “Class, Race, and Gender and the Construction of Postsecondary Curricula in the United States: Social Movement, Professionalization, and Political Economic Theories of Curricular Change,” Journal of Curriculum Studies 29, no. 1 (1997): 1–30.
Daryl G. Smith and Natalie B. Schonfeld, “The Benefits of Diversity: What the Research Tells Us,” About Campus 5, no. 5 (November/December 2000): 16–23.
Claude M. Steele, “A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance,” American Psychologist 52, no. 6 (June 1997): 613–29, doi: 10.1037/0003-066X.52.6.613.
