All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Integrating Diversity Across the Curriculum: Lessons from Teaching Gender & Race in the American Presidency
Unformatted Document Text:  that structure the study of political science. What I am suggesting is that thinking about diversity only in terms of identity limits our ability to both fully understand how categories of identity are relational and politically constructed, ultimately constraining the ways we theorize about social, political, and economic inequalities. 11 Connected this idea to actual efforts to integrate diversity into our curricula, race and gender remain clustered and segregated in enclaves within “mainstream” academic subfields. Most troubling, the disciplinary marginalization of race and gender is self-reinforcing and self-replicating while the ways that our discipline creates particular institutional possibilities for teaching diversity remain hidden from view. Conceptualizing diversity as “a way of knowing” is a more fluid approach that occurs on a wider level of analysis than diversity as a category of identity. My thinking here has been influenced by Ange-Marie Hancock’s views on studying intersectionality; Hancock distinguishes between intersectionality as content based specialization (studying African American women’s standpoint, for example) emphasizing particular subjectivities, and conceptualizing intersectionality more broadly as a normative and empirical research paradigm (Hancock 2007). Borrowing this idea, diversity as a way of knowing allows for far greater complexity in approaching questions about diversity, about identity formation, about the relational nature of identity and inequalities, and about the ways in which the discipline of political science is at once implicated in and implicated by these conceptualizations. Diversity as a way of knowing is not achievable through a general education requirement, nor can it be satisfied through particular courses devoted to studying the marginalized. Diversity as a way of knowing aims at uncovering point-of-view-less-ness and asymmetries of power that determine not just what is studied, but also who and why and where. It may include, but is not 11 The 2007 report of the Teaching & Learning Conference “track” on diversity called for a more explicit connection between teaching diversity and teaching inequality (Fitzpatrick et. al., 2007). 20

Authors: Mathews-Gardner, Lanethea.
first   previous   Page 20 of 33   next   last



background image
that structure the study of political science. What I am suggesting is that thinking about diversity
only in terms of
identity
limits our ability to both fully understand how categories of identity are
relational and politically constructed, ultimately constraining the ways we theorize about social,
political, and economic inequalities.
Connected this idea to actual efforts to integrate diversity
into our curricula, race and gender remain clustered and segregated in enclaves within
“mainstream” academic subfields. Most troubling, the disciplinary marginalization of race and
gender is self-reinforcing and self-replicating while the ways that our discipline creates particular
institutional possibilities for teaching diversity remain hidden from view.
Conceptualizing diversity as “a way of knowing” is a more fluid approach that occurs on
a wider level of analysis than diversity as a category of identity. My thinking here has been
influenced by Ange-Marie Hancock’s views on studying intersectionality; Hancock distinguishes
between intersectionality as content based specialization (studying African American women’s
standpoint, for example) emphasizing particular subjectivities, and conceptualizing
intersectionality more broadly as a normative and empirical research paradigm (Hancock 2007).
Borrowing this idea, diversity as a way of knowing allows for far greater complexity in
approaching questions about diversity, about identity formation, about the relational nature of
identity and inequalities, and about the ways in which the discipline of political science is at once
implicated in and implicated by these conceptualizations.
Diversity as a way of knowing is not achievable through a general education requirement,
nor can it be satisfied through particular courses devoted to studying the marginalized. Diversity
as a way of knowing aims at uncovering point-of-view-less-ness and asymmetries of power that
determine not just what is studied, but also who and why and where. It may include, but is not
11
The 2007 report of the Teaching & Learning Conference “track” on diversity called for a more explicit connection
between teaching diversity and teaching inequality (Fitzpatrick et. al., 2007).
20


Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 20 of 33   next   last

©2012 All Academic, Inc.