Teaching Tip: Development of a 1-Week Intensive Course on Diversity and Equity in Veterinary Medicine

2021 ◽  
pp. e20200072
Author(s):  
Sarah Hammond ◽  
Kaitlyn Runion
Keyword(s):  
Social Justice ◽  
Veterinary Medicine ◽  
Learning Experiences ◽  
Diversity Courses ◽  
Diversity And Inclusion ◽  
Intensive Course

While colleges of veterinary medicine continually strive to promote diversity and inclusion on their campuses, few offer dedicated diversity courses within their curriculums. This article provides details on the development and implementation of a 1-week intensive course on equity and diversity in veterinary medicine, discusses the strengths and challenges encountered, and provides suggestions for those seeking to develop similar learning experiences into their curriculum. This selective course was developed to introduce students to the principles of social justice and provide them with the opportunity to examine systems of power, privilege, and oppression within the context of veterinary medicine.

scholarly journals Wages for Intern Work

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Karly Wildenhaus
Keyword(s):  
Social Justice ◽  
Economic Justice ◽  
Academic Programs ◽  
Professional Organizations ◽  
Labor Laws ◽  
Institutional Level ◽  
Diversity And Inclusion ◽  
Institutional Values ◽  
The Individual ◽  
Job Prospects

While no comprehensive studies have yet been published quantifying the extent of unpaid internships within archives and libraries, their prevalence is easily recognized as widespread. Unpaid internships are offered and facilitated based on the implication that they correlate positively to future job prospects, although recent studies point to evidence that complicates this idea. Instead, the prevalence of unpaid internships may negatively impact efforts for diversity and inclusion among information workers while contributing to greater precarity of labor throughout the workforce. Meanwhile, professional organizations and academic programs often do not discuss the realities of unpaid internships, and some MLIS programs require or encourage students to work without remuneration for course credit at their own expense. Situating unpaid internships within larger questions of economic access, labor laws, indebtedness, and neoliberalization, this paper advocates for the denormalization of unpaid internships within archives and libraries, especially for those institutions that articulate social justice as part of their institutional values. Although rendering these positions obsolete is likely beyond the power of any one entity, this paper identify strategies that can be taken at the individual- and institutional-level to advance economic justice and the dignity of all work that occurs in our respective fields. Pre-print first published online11/25/2018

Marketing Inclusion: A Social Justice Project for Diversity Education

2019 ◽  
Vol 42 (1) ◽  
pp. 59-75 ◽  
Author(s):  
Sonya A. Grier
Keyword(s):  
Social Justice ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Diversity Education ◽  
Pedagogical Issues ◽  
Diversity And Inclusion ◽  
Social Justice Orientation ◽  
Broad Array ◽  
Long Course ◽  
The Impact

Challenges related to marketplace diversity present an opportunity to prepare students to successfully engage with diversity through innovative curricular approaches. The present research develops a semester-long course project designed to enhance students’ awareness and understanding of diversity and inclusion issues from a social justice perspective. We discuss the context of diversity issues in business schools and identify key issues affecting marketing educators. Our review of the pedagogical literature on diversity highlights the importance of a social justice orientation. Social cognitive theory is used as a conceptual framework to guide the design of a problem-based experiential project. We detail project implementation and assess evidence regarding the impact of the project. Findings suggest an experiential, problem-based class project can support students understanding of diversity from a social justice perspective. We discuss the project benefits and challenges and highlight pedagogical issues for educators who want to integrate diversity content into a broad array of marketing courses.

Re-imagining the nature of (student-focused) learning through digital technology

2017 ◽  
Vol 16 (3) ◽  
pp. 321-326 ◽  
Author(s):  
Nina Hood
Keyword(s):  
Social Justice ◽  
Learning Process ◽  
Education System ◽  
Digital Technology ◽  
Educational Outcomes ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
High Quality

Digital technology is frequently positioned as being central to the establishment of a ‘future focused’ education system that provides high quality student-focused learning opportunities and re-envisioned educational outcomes. While recognising the potential of technology, this paper explores some of the questions about its role in education and learning – in particular, how technology addresses issues of equity and social justice; what it means to design educational and learning experiences that are truly student-focused; and the potential for technology to dehumanise the learning process. The paper concludes with some considerations of how to integrate digital technology effectively into an education system.

Multiculturalism and Social Justice

2015 ◽  
pp. 271-286
Author(s):  
Patricia S. Campbell ◽  
J. Christopher Roberts
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Curriculum Reform ◽  
Social Action ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Educational Enterprise

Social justice, with its emphasis on identifying and rectifying inequalities that exist in society, is a concept that in many ways parallels multiculturalism. This chapter argues that multiculturalizing the curriculum is an essential means by which to move toward more socially just educational experiences. It turns to the work of pioneering educationist James Banks, applying his Levels of Curriculum Reform to learning experiences in music education. These tiered levels—contributions, additive, transformative, and social action—provide a sequential pathway by which educators unversed in working with multicultural content can create curricula that lead to a more multicultural and socially just educational enterprise.

scholarly journals Towards a definition of anti-oppressive dietetic practice in Canada

2021 ◽  
Vol 5 (2) ◽  
pp. 10-14
Author(s):  
Eric Ng ◽  
Caroline Wai
Keyword(s):  
Public Health ◽  
Social Justice ◽  
Social Services ◽  
Food Systems ◽  
Social Systems ◽  
Individual Level ◽  
Diversity And Inclusion ◽  
Working Definition ◽  
Definition Of ◽  
The Individual

Increasingly, dietitians have found ourselves working with racialized clients, communities, and colleagues across the health and food systems in Canada. We are often asked to treat the adverse health outcomes of Black, Indigenous, and racialized communities resulting from these oppressions at the individual level. However, it is the role of dietitians to engage in efforts to "reduce health inequities and protect human rights; promote fairness and equitable treatment" (College of Dietitians of Ontario, 2019). An anti-oppression approach is required for dietitians to understand how their power and privilege shape the dietitian-client relationship. The purpose of this commentary is to propose a shift from cultural competence or diversity and inclusion in dietetics to an explicit intention of anti-oppressive dietetic practice. We begin our exploration from the Canadian context. We draw from our background working in health equity in public health, and our experiences facilitating equity training using anti-oppression approaches with dietetic learners and other public health practitioners. In creating a working definition of anti-oppressive dietetic practice, we conducted a scan of anti-oppression statements by health and social services organizations in Ontario, Canada, and literature from critical dietetics. A literature search revealed anti-oppressive practice frameworks in nursing and social work. However, this language is lacking in mainstream dietetic practice, with anti-oppression only discussed within the literature on critical dietetics and social justice. We propose that "dietitians can engage in anti-oppressive practice by providing food and nutrition care/planning/service to clients while simultaneously seeking to transform health and social systems towards social justice."

Towards a Theory and Practice of Diversity and Inclusion in Globalizing US Universities: Transformational Solidarities of Knowledge Activism

2019 ◽  
Vol 1 (2) ◽  
pp. 254-281
Author(s):  
Michael D. Kennedy ◽  
Merone Tadesse
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Theory And Practice ◽  
Diversity And Inclusion ◽  
Brown University

Concerns for social justice in and commitments to globalizing universities are rarely part of the same portfolio among academic managers, or even among students, but these articulations of transformation in higher education increasingly intersect in both decolonizing theory and practice. Following an elaboration of various meanings of solidarity, diversity, and globalizing knowledge, we consider various connotations of the decolonizing mobilization in universities. We then consider in more detail the challenge of linking struggles over diversity to the practices of globalizing knowledge in the usa, especially at Brown University. We conclude by considering particular forms of transformational solidarity in direct and categorical associations, in contests defining equivalent oppressions, and in efforts to deepen awareness of racisms beyond more familiar contests in societies and global extensions most associated with US power.

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