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Titlebook: Strategies for Supporting Inclusion and Diversity in the Academy; Higher Education, As Gail Crimmins Book 20201st edition The Editor(s) (if

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书目名称Strategies for Supporting Inclusion and Diversity in the Academy
副标题Higher Education, As
编辑Gail Crimmins
视频video
概述Provides a history of exclusion and deprivilege in higher education based on aspects of identity.Fills an important gap in the market by focusing on solutions and strategies rather than exclusion itse
图书封面Titlebook: Strategies for Supporting Inclusion and Diversity in the Academy; Higher Education, As Gail Crimmins Book 20201st edition The Editor(s) (if
描述This book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments. 
出版日期Book 20201st edition
关键词Widening Access; Inclusivity in Higher Education; Diversity in Higher Education; Barries in Higher Educ
版次1
doihttps://doi.org/10.1007/978-3-030-43593-6
isbn_softcover978-3-030-43595-0
isbn_ebook978-3-030-43593-6
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Mainstreaming Gender into the Quality Assurance of Higher Education Programsas been mainstreamed into the assessments of undergraduate and graduate programmes, thereby bringing gender back in evaluation work. In doing so, it discusses the tension between quality assurance processes and gender equality goals, highlighting that making the teaching practice gender-sensitive is
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Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevantaddow, .:741–758, 2016) seeks to redress this balance, recognising the need to understand social, familial and cultural ways of knowing, and using them as a starting point for meaningful and personally relevant dialogues about learning. Drawing on this approach, a small-scale and locally relevant re
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