Pedagogy for the Privileged: A Curricular Strategy to Enhance Social Inclusion

• In Event: Roundtable Session 2
  In Roundtable Session: Community-Relevant and -Responsive Pedagogies

Abstract

This paper reports on a project undertaken by faculty at an elite private liberal arts college to work toward a more inclusive campus through curricular change. This paper presents a curricular strategy to introduce students to the dynamics of power, privilege, and oppression, via a four-week course focused on “multicultural literacy,” with learning objectives informed by a commitment to justice, fairness, and equality. This paper describes the course, and presents preliminary assessment results.

Authors

• Adam Howard, Colby College

• Mark B. Tappan, Colby College