Professional and Organizational Development Network in Higher Education
Date of this Version
2011
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2011) 29: 132-144
doi: 10.3998/tia.17063888.0029.014
Abstract
On increasingly diverse college campuses, faculty members look to faculty developers for support in facilitating difficult classroom dialogues and in handling challenging interactions around their students’ identities and their own. We propose that faculty developers’ work around issues of diversity, social justice, and inclusive excellence can be enhanced by developing a foundation in the theory of intersectionality, which engages the complexity of identity and the resulting power structures that inform institutions. We discuss this theoretical perspective and provide examples of faculty development initiatives that can be strengthened through the use of an intersectional lens.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND