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  1.  65
    Breaking the Language Barrier: Using Translations for Teaching Introductory Philosophy.Carmen Adel & Joseph Ulatowski - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:33-52.
    Some students who possess the same cognitive skill set as their counterparts but who neither speak nor write English fluently have to contend with an unnecessary barrier to academic success. While an administrative top-down approach has been in progress for many years to address this issue, enhancement of student performance begins in the classroom. Thus, we argue that instructors ought to implement a more organic bottom-up approach. If it is possible for instructors to make class content available in other languages, (...)
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  2.  5
    Teaching Inclusively: An Overview.Kelly A. Burns - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:1-7.
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  3.  9
    Annotated Bibliography of Resources for Inclusive Pedagogy.Kelly A. Burns - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:185-195.
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  4.  6
    Beyond Providing Accommodations: How to Be an Effective Instructor and Ally to Students with Learning Disabilities.Caroline Christoff - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:8-32.
    In this essay, I provide some insights on how to instruct students with learning disabilities. The first half of this essay deals with the theoretical issue of equal opportunity. I begin by examining the question of access and consider the various ways philosophy remains inaccessible to students with learning disabilities. Then, I use the legal definition of accommodation to argue that it is possible to make philosophy courses accessible to students with learning disabilities without fundamentally altering the nature of these (...)
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  5.  7
    Using Small-Group Discussion Activities to Create a More Inclusive Classroom.Patrick Clipsham - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:109-128.
    This paper is meant to engage with philosophy teachers who are interested in creating a more inclusive environment by using small group discussion exercises. I begin this paper by describing the connections between the inclusive classroom and the collaborative classroom. I then articulate two learning goals that group discussion exercises can help students accomplish and define these learning goals as philosophical discovery and philosophical creation. Finally, I discuss a number of activities that encourage students to accomplish these learning goals in (...)
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  6.  6
    Postcolonial Pedagogy and the Art of Oral Dialogues.Ruthanne Crapo & Matthew Palombo - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:87-108.
    This paper explores postcolonial pedagogy and the use of oral dialogues as a way to assess college students and cultivate intellectual virtues in philosophy courses. The authors apply the theories of postcolonialism, particularly the emerging work of “poor theory,” to affirm the academic validity of oral dialogues and subaltern philosophy for a pedagogical framework of equity that goes beyond inclusion. Oral dialogues utilize an epistemology of the body in contexts of scarcity to increase student success and retention. The authors offer (...)
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  7.  6
    Challenging Privilege in Community-Based Learning and in the Philosophy Classroom.Sarah K. Donovan - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:129-153.
    Community-based learning is one way to bring discussions about diversity and inclusion into the philosophy classroom, but it can have unintended, negative consequences if it is not carefully planned. This article is divided into four sections that utilize courses and projects in which I have participated, as both co-architect and instructor, to discuss potential negative outcomes and how to avoid them. The first section introduces the projects and courses. The second section discusses practices that nurture positive relationships between institutions of (...)
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  8.  4
    Dialogue, Integration, and Action: Empowering Students, Empowering Community.Danielle Lake, Hannah Swanson & Paula Collier - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:154-184.
    Hoping to expand upon public philosophy endeavors within higher education, the following captures the story behind the course Dialogue, Integration, and Action. The course has yielded a number of innovative pedagogical tools and engagement strategies likely to be of value to philosophy instructors seeking to explore a more participatory, experiential educational approach. As a transdisciplinary, community-engaged philosophy class, it engages students in the theories and practices of deliberative democracy and activism, encouraging the development of dialogic skills for their personal, professional, (...)
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  9.  4
    Journaling and Pre-Theoretical Discussion as Inclusive Pedagogy.Cathleen Muller - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:72-86.
    When one thinks about inclusive pedagogy, it is tempting to focus solely on adding more diverse voices to one’s syllabus. While this technique is valuable and important, one can also promote inclusivity by encouraging and supporting the diverse voices of one’s own students. In this paper, I argue that two practices—low-stakes journal assignments and the pre-theoretical discussion of student thoughts about a topic before any readings have been assigned—promote inclusivity by encouraging and supporting a wide range of perspectives in the (...)
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  10.  5
    Diotima and the Inclusive Classroom.Kristin Schaupp - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:53-71.
    Despite a growing awareness that the philosophical canon consists almost exclusively of white male philosophers, it can be tempting to ignore the problem—especially for those who lack either the time or the expertise to fix it. Yet philosophical practice regularly requires us to raise questions and acknowledge issues even when we lack solutions. Engaging students in a discussion about dismissive or exclusionary comments that they notice in the reading is a good place to start; it provides insight into the origins (...)
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