Cases on Academic Program Redesign for Greater Racial and Social Justice

Cases on Academic Program Redesign for Greater Racial and Social Justice

Release Date: November, 2021|Copyright: © 2022 |Pages: 361
DOI: 10.4018/978-1-7998-8463-7
ISBN13: 9781799884637|ISBN10: 1799884635|EISBN13: 9781799884651
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Description & Coverage
Description:

Faculty and students confront persistent racial, economic, and social inequities in higher education locally, nationally, and globally. To counter these inequities, there has been a recent focus on universities providing an inclusive curriculum that serves the needs of students from a wide range of backgrounds. Inclusive and equitable courses and instruction are crucial in today’s world as calls for racial and social justice grow, particularly in higher education. Universities and instructors must take action and make changes to best serve their students.

Cases on Academic Program Redesign for Greater Racial and Social Justice provides an equity-oriented practical guide for those in higher education who are engaged in the work of curricular reform or program development. It also explores practices and approaches to curriculum development that consider program quality and equitable outcomes as mutually beneficial and necessary outcomes. Covering a range of topics such as antiracism and mindful hiring, it is ideal for teachers, instructional designers, curricula developers, administrators, academics, professors, educators, researchers, those working in higher education, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Antiracism
  • Critical Race Theory
  • Educator Practice
  • Incarcerated Learners
  • Inclusive Education
  • Institutional Change
  • Mindful Hiring
  • Racial Justice
  • Social Justice
  • Spatial Justice
  • Systemic Change
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Editor/Author Biographies

Ebony Cain is an Associate Professor and Program Chair of Educational Leadership, Administration and Policy, and Organizational Leadership Programs at Pepperdine University Graduate School of Education & Psychology. She completed her Ph.D. at the University of California, Los Angeles (UCLA), where her work explored urban school policy reforms. More recently, Dr. Cain was the 2019 Recipient of the Howard A, White Award, Pepperdine University’s highest honor for teaching excellence. Her research explores educational equity, critical methodologies, and urban school reform. Dr. Cain also taught at the University of Southern California (USC’s) Rossier Graduate School of Education in their Organizational Change and Leadership Program. Overall, Dr. Cain’s work captures her experiences as a non-profit leader, building programs that focus attention and services on educational inequity and academic advancement for at-risk students and communities. Across her work, she draws on her expertise as a researcher and leadership coach.

Robert A. Filback holds a Ph.D. in Education Policy and Administration from the University of Southern California (USC), where he also earned his M.S. in Teaching English as a Second Language and his B.S. in Chemistry. Currently serving as Chair of the Faculty Council and Professor of Clinical Education at USC's Rossier School of Education, Filback boasts extensive experience in academia, including roles as Chair of the MAT-TESOL Program and Founding Co-Chair of the Global Executive Doctor of Education Program. He has held various teaching positions, both domestically and abroad, and has contributed significantly to research and publication in the field. Filback has delivered numerous conference presentations, invited talks, and multimedia projects, showcasing his expertise in education policy, innovation, and leadership. As an active member of multiple professional affiliations and committees, he continues to make significant contributions to the field of education.

Jenifer Crawford is a Professor of Clinical Education in the Rossier School of Education at the University of Southern California. Crawford earned her Ph.D. in Urban Schooling from UCLA specializing in teachers’ leadership and advocacy in public schools in collaboration with linguistically and racially minoritized communities. A former teacher in the U.S., Mexico, and Brazil, she currently prepares multilingual teachers for diverse learners and contexts. Her research interests include critical praxis in language education rooted in critical pedagogy, an understanding of racial discourses, leveraging parent and community involvement, and integrating technology.

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