Tips from the AEJMC Teaching Committee
Incorporating Diversity into Course Curricula
By Anita Fleming-Rife
Standing Committee on Teaching
Special Assistant to the President on Diversity and Equity,
University of Northern Colorado
(Article courtesy of AEJMC News, November 2013 issue)
“If you tell me, I forget; if you teach me, I may not remember; if you involve me, I learn.”
This Chinese proverb can be put to the test when engaging students in learning, understanding and appreciating diversity in the curriculum. All students must have a sense of place and belonging. In order to achieve this we, as educators, must provide a curriculum that is inclusive. To do so not only deepens a student’s appreciation for learning but also strengthens student-learning outcomes.
Below are ten tips that I hope will be helpful in developing a curriculum that is both diverse and inclusive:
(1) Faculty:
First, the faculty must know one’s self. Be aware of your own cultural biases, attitudes and assumptions. Try the Implicit Association Test—a great tool for self-discovery: https://implicit.harvard.edu/implicit/demo/.
In addition, demonstrate and model awareness, knowledge, and skills that actively affirm diversity based on race, ethnicity, gender, disability, etc. (James A. Banks Curriculum Reform Model).
(2) Respect:
Faculty must model and teach respect to each and every student regardless of race, ethnicity, gender, sexual orientation and ableness. How? Day One: Have students break up into pairs or small groups. Allow 10 minutes:
(a) introduce themselves to each other,
(b) ask students to define respect,
(c) have the students discuss what respect means to them,
(d) have them discuss, “How do you show respect?” Back together as a large group, ask for definition, and identify like and different themes.
Point:
You don’t have to agree on a definition but acknowledge that there are differences in the definitions and we can learn from our differences. To know that there are differences helps us to understand others and ourselves. At the same time, you will want to note commonalities in understanding respect. This exercise helps create a climate in which all students feel valued and respected. This way we build inclusive communities out of diverse classrooms.
(3) Syllabus:
Have a diversity statement on your syllabus: It can be included in your teaching philosophy, or it can be a stand-alone statement. In addition, you should include as a stand-alone statement a disability statement that informs students of available resources. Your course syllabus should include learning outcomes that support multi-cultural outcomes (James A. Banks Curriculum Reform Model).
(4) Collaboration:
Make sure that when you’re assigning students to groups that there is diverse (race, ethnicity, gender, sexual orientation and abilities) representation in those groups.
(5) Inclusion. Three levels:
(a) Infuse course with content and discourse that take serious account of our differences and similarities. On any given topic or issue—provide a variety of perspectives that reflect the voices of “others,” as well as the dominant groups.
(b) Make an effort to call on students who are not of the dominant group in the classroom. Let all students know that their viewpoints are valued.
(c) Develop assignments that provide students with opportunities to cross cultural boundaries.
(6) Students as Co-creators of Knowledge:
Facilitate the identification of student research opportunities that will empower students. Students must be able to make decisions about the work in which they will engage.
(7) Guest Speakers of Color/Sexual Orientation/Varying Abilities and Political Orientations:
Provide opportunities for your students to learn from diverse experts. They can be found on your campus, or you may use your local media outlets to find diverse professionals.
(8) Community Engagement/Service Learning:
Provide students with opportunities to work with community organizations that serve diverse groups.
(9) Stand-alone Courses:
Develop stand-alone courses that focus on diversity. For example, race, gender and class in the media; the history of Minorities and/or Women in the Media; Media Effects—where students can design their own study around race, gender, class, sexual orientation, ability—other identities.
(10) Mention Race:
Don’t be afraid to mention race in lectures. A newly minted Ph.D. told me how good it made her feel to learn that Stuart Hall was Black.
Print friendly
