DEI in Action: Using Collaborative Professional Development to Disrupt Supremacist Pedagogy

Abstract: Diversity, equity, and inclusion (DEI) are more than buzzwords. They are concepts that promote sustainable, civic-minded, non-discriminatory environments in academic, professional, and personal lives. DEI work may be accomplished in many ways; one option in academia may be providing professional development workshops targeted to faculty. This article explores how the author (full-time faculty member at a community college) created a collaborative professional development workshop—using community engaged critical research and participatory action research—for community college faculty, staff, and students and based on interactive tasks in first-year composition classes. The article provides context for the urgent need for DEI work, in part, through the disruption of supremacist pedagogy. It also explains and reflects on the in-class activities and workshop outcomes.

Placemaking Curricula in Teacher Preparation: 
Bridging State Standards and Local Expertise

Abstract: This study examined how placemaking curricula shaped teacher candidate (candidate) knowledge, dispositions, and skills to understand, appreciate, and sustain local diversity, as evidenced through candidate reflections and products created in an elementary teacher education course integrating civic science concepts and practices into elementary classrooms. This study explored how placemaking curricula engaged community stakeholders in meaningful shared inquiry on real-world challenges, while meeting state science education standards. Placemaking inquiry projects developed by candidates focused on soil and water conservation, and sustaining diversity in schoolyard spaces. Curricula engaged candidates in learning soil and water conservation techniques from local farmers and conservation leaders, then developing and sharing co-authored civic science children’s books on conservation topics aligned to grade-level standards. As further placemaking curricula, candidates partnered with elementary teachers and students to guide schoolyard observations, designs, and models constructed to sustain diverse abilities, cultures, and ecologies. Presentations to parents and peers celebrated shared insights.

Bridges of Collaboration and Exchange

Imagine a world where people hold the highest standards for collaboration, understanding, and mutual respect. Imagine a world where people are engaged and hold a deep commitment to creating genuine, just, and mutually-empowering beneficial relationships. Imagine a world where people have the ability to connect across cultures, appreciate, and deeply listen to different perspectives, understand complex systems – and how we all fit into them – and together co-create solutions to the most daunting of global challenges. Imagine a community of people bringing forward energy and a sense of possibility, and stepping up to create the world we want to live in.

Book Review: An Introduction to Sustainability: Environmental, Social and Personal Perspectives by Martin Mulligan

Abstract: Martin Mulligan’s An Introduction to Sustainability: Environmental, social and personal perspectives reviews the history of sustainability science, placing emphasis on the social-ecological model. This model introduces the importance of personal values and choices. He discusses topics around four themes: limits to growth, diversity, community and resilience. It is well-written, informative and novel.

Mulligan, M. (2014). An Introduction to Sustainability: Environmental, Social and Personal Perspectives. New York: Routledge. ISBN-13: 978-0415706445

Privilege as Practice:  A Framework for Engaging with Sustainability, Diversity, Privilege, and Power

This paper explores the intrinsic but often weakly developed links between sustainability and issues of diversity, power, and privilege. It offers a systems-oriented conceptual framework for exploring and understanding how issues of diversity, power and privilege operate in social-ecological systems. This framework can be used as a learning tool with a wide array of audiences (higher education, organizational development, adult learners) and educational contexts (including but not limited to sustainability education programming).

Designing, Developing and Assessing Online Intra-collegiate Earth Charter Projects: Focus on Diversity

This article describes a collaborative online project that focused on the Earth Charter, particularly on its principles related to diversity. The project was conducted in two online courses of three sections in two colleges at Florida Gulf Coast University (FGCU): the College of Arts and Sciences and the College of Education. One section of twenty-three students in a Composition II course and fifty-four students in two sections of an Introduction to Diversity for Educators course collaborated in mixed teams on a four-stage problem solving project that exposed the participants to a larger community of learners and reinforced shared responsibility for the present and future welfare of the human family and the global community.

Visions of Sustainability: A Dream for My Students

Kathy Lamborn shares her profound wilderness moments with us, much like she does with her middle school students in the classroom. But she goes on to make the case that the value of wilderness is not just for its own sake but for its power to elicit these moments and thereby bring us “to our knees with reverence,” helping us to recognize the call for a just and compassionate—“sustainable”—life.