Home > Journals > HJSR > No. 39 (2017)
Humboldt Journal of Social Relations
Abstract
The idea that differences in race, gender, religion, sexuality, age - or other categories deemed unworthy of group inclusion shouldn’t matter when it comes to people’s access to all that a society has to offer is central to the teaching of diversity. Diversity courses can be powerful vehicles, not only for teaching students about social change and reclaiming the principles of past and present civil rights leaders, but also for refuting the notion that we already live in a largely egalitarian society.
This paper examines what a small sample of diversity texts employ with respect to key concepts and definitions. It also makes recommendations for changes and tools to help move the discussion from diversity and tolerance to inclusion and social justice. Lastly, it argues that there is need for specific training for faculty who teach about diversity in order for them to be prepared for some of the critical questions they will be asked by their students.
Recommended Citation
Brignall, Thomas,
and
Thomas Van Valey.
2017.
"Approaches to Diversity Education: A Critical Assessment."
Humboldt Journal of Social Relations
1
(39):
117-127.
DOI: https://doi.org/10.55671/0160-4341.1005
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