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Integrating Diversity Across the Curriculum: Lessons from Teaching Gender & Race in the American Presidency
Unformatted Document Text:  reducible to, including scholars previously excluded or neglected in “mainstream” courses. By definition, diversity as a way of knowing is a multi-dimensional approach to understanding diversity and to seeking inclusiveness and equality, both in side and outside of the classroom. A Few Modest Suggestions for Practicing Diversity as a Way of Knowing How can individual faculty, departments and institutions ensure curriculum responsiveness to these concerns? How can we integrate diversity as a way of knowing into our course goals, our departmental programs, and our wider college vision? In what follows I sketch out a few preliminary suggestions developed through my conversations with my colleagues at Muhlenberg College. In our experience, these suggestions have proved to be meaningful starting points for discussion. Institutions : • Insist that all disciplines be involved in efforts to integrate diversity across disciplines and campuses. Humphrey (1999) notes that institutional leadership is particularly valuable in holding departments and faculty—and students— accountable for integrating diversity across the curriculum. Integrating diversity across the curriculum does not seem feasible if that task is left to particular disciplines, or even particular classes. Thinking about diversity as a way of knowing may offer a vehicle for all disciplines to engage; to be sure, every discipline is constituted by a disciplinary history, is led by particular scholars and excludes others, and works in an institutional context that itself is shaped by issues related to diversity. All knowledge emerges from a collective rather than individual process. Institutional leadership can play an extremely valuable role in promoting diversity as an approach to engaging within discipline, rather than requiring faculty to add or subtract particular kinds of content to their individual classes and/or departmental offerings. 21

Authors: Mathews-Gardner, Lanethea.
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reducible to, including scholars previously excluded or neglected in “mainstream” courses. By
definition, diversity as a way of knowing is a multi-dimensional approach to understanding
diversity and to seeking inclusiveness and equality, both in
side
and outside of the classroom.
A Few Modest Suggestions for Practicing Diversity as a Way of Knowing
How can individual faculty, departments and institutions ensure curriculum
responsiveness to these concerns? How can we integrate diversity as a way of knowing into our
course goals, our departmental programs, and our wider college vision? In what follows I sketch
out a few preliminary suggestions developed through my conversations with my colleagues at
Muhlenberg College. In our experience, these suggestions have proved to be meaningful starting
points for discussion.
Institutions
:
Insist that all disciplines be involved
in efforts to integrate diversity across
disciplines and campuses.
Humphrey (1999) notes that institutional leadership is
particularly valuable in holding departments and faculty—and students—
accountable for integrating diversity across the curriculum. Integrating diversity
across the curriculum does not seem feasible if that task is left to particular
disciplines, or even particular classes. Thinking about diversity as a way of
knowing may offer a vehicle for all disciplines to engage; to be sure, every
discipline is constituted by a disciplinary history, is led by particular scholars and
excludes others, and works in an institutional context that itself is shaped by
issues related to diversity. All knowledge emerges from a collective rather than
individual process. Institutional leadership can play an extremely valuable role in
promoting diversity as an approach to engaging within discipline, rather than
requiring faculty to add or subtract particular kinds of content to their individual
classes and/or departmental offerings.
21


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