In his seminal work The Souls of Black Folk, W.E.B. Du Bois wrote that the single most pressing issue facing the United States was the color line. More than 100 years later, the issue of race remains a pressing one for the U.S. and research suggests that the racial divide permeates our culture. Furthermore, numerous studies have found that today’s college students are not sufficiently prepared to interact and communicate effectively in a culturally-diverse and globalized workplace and do not possess many of the 21st century competencies necessary for success and engagement in such diverse environments.
Who’s Teaching Who will use Integrated Multicultural Instructional Design (IMID) as a framework, and emancipatory pedagogies as method, to provide a forum for administrators, faculty, staff and students to engage in dialogue regarding educational practices that promote understanding and develop intercultural competencies. This pedagogical model responds to the growing student diversity in postsecondary institutions in the U.S. and throughout the world by integrating the four sides of the IMID pyramid--how we teach, what we teach, how we support learning (in the classroom and institutionally), and how we assess learning. IMID focuses on the integration of multicultural content and diverse teaching, learning, support and assessment strategies in postsecondary curricula, programs, courses, and academic support services (Higbee, Schultz & Goff, 2010) The IMID philosophy decenters the educator as the “expert,’ in the classroom, and fosters invitational space where learners, scholars and practitioners collaborate as a community of engaged learners within a larger global community to “foster trust and mutual respect in order to ensure the creation of teaching and learning environments in which all students feel welcome and supported in learning” (Schultz & Higbee, 2011, p. 14) While some chapter contributions will include discussions about effective/ineffective classroom practice, the book’s larger intention is to offer intersecting perspectives that foster learning environments conducive to difficult conversations. These perspectives would include promoting understanding of how knowledge and personal experiences are shaped by the contexts in which we live and work (e.g., cultural, social, political, economic, historical); developing the intercultural competence of faculty; and internationalizing the curriculum. Therefore, in order for the text to truly represent the IMID framework, the editors invite perspectives from faculty, administrators, student support staff, counselors, and students, and seek viewpoints from a multicultural landscape.
The book will be divided into four sections:
Challenges of Emancipatory Positioning
Methods of Liberatory Practice
Student Perspectives Through Case Studies
Chapter proposal could include but is not limited to the following topics, trends, and ideas:
Cross sections of critical pedagogies
Emancipatory and invitational theories
Culturally responsive theory
Critical pedagogies drawn from the writings of bell hooks, Henry Giroux, Ira Shor, and Paulo Freire
Issues such as teaching for tenure as opposed to teaching to transgress
Teaching as the practice of freedom
Coping with disclosure fatigue
Logistics of faculty training and development
Theoretical and pedagogical structures implemented by faculty and administrators
Reflections on pedagogy and practice in the classroom
Case studies and research projects -- ones that worked well, and including those that crashed and burned
Student responses to the educational practice
Lesson and assignment development
Student feedback on the pedagogies
Black Lives Matter, social justice, and related issues
Intersectionalities of identity and how they shape perception; race, gender, religion, sexuality, etc.
Historical or social movements’ impact on educational spaces
Professional development; in-program education as well as workshops and courses for graduates in the field
Other approaches or topics as developed in conversation with the editors
We invite contributions from various disciplines and methodological approaches including but not limited to: Languages, English, Performing Arts, Communication, Ethnic Studies, History, Journalism, Legal Studies, Political Science, Psychology, and Sociology.
If you are interested in authoring a chapter, please send a 200-300-word abstract to email@example.com by April 1, 2018, including:
The title of your chapter proposal.
A 1-2 sentence thesis statement of your chapter.
Your brief bio (100-200 words).
An academic press has expressed interest in the project. Accepted contributors will be notified May 1, 2018. Upon full acceptance by the publisher, contributors will be asked to submit completed 6000-8000 word chapters by October 1, 2018.
Contact: For more information, please contact Jodi Van Der Horn-Gibson, Ph.D. and Moronke Oshin-Martin, Ph.D. at firstname.lastname@example.org with questions and/or abstract submission.
Higbee, J. L., Schultz, J.L., & Goff, E. (2010). Pedagogy of inclusion: Integrated multicultural
instructional design. Journal of College Reading and Learning, 41(1), pp. 49-66.
Schultz, J. L., Higbee, J. L. (2011) Implementing integrated multicultural instructional design in
management education, American Journal of Business Education, 4(12), pp.12-22.
For more information, please contact Jodi Van Der Horn-Gibson, Ph.D. and Moronke Oshin-Martin, Ph.D. at email@example.com with questions and/or abstract submission.