Our course development resources are designed to aid faculty as they prepare to teach Difference, Power, and Oppression courses. The academic literature included in this list is only a sample of discipline/field-specific course development resources. Please contact us if you have a resource you'd like to see added to the list.
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Redesigning Syllabi to Create Antiracist Courses
Kilgo, D. B. (2021). Radically Transforming Programs and Syllabi. Teaching Race, 1.
Lo, R. S., & Mayorga, E. (2022). Redesigning Syllabi to Create Antiracist Courses. Teaching Ethics, 22(2).
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Liberal Arts
Barraclough, L., & McMahon, M. R. (2013). U.S.-Mexico Border Studies Online Collaboration: Transformative Learning Across Power and Privilege. Equity & Excellence in Education, 46(2), 236–251. https://doi.org/10.1080/10665684.2013.779146
Daly, W. T. (1992). The Academy, the Economy, and the Liberal Arts. Academe, 78(4), 10–12. https://doi.org/10.2307/40250350
Dodge, A. M., & Crutcher, P. A. (2015). Inclusive Classrooms for LGBTQ Students: USING LINKED TEXT SETS TO CHALLENGE THE HEGEMONIC “SINGLE STORY.” Journal of Adolescent & Adult Literacy, 59(1), 95–105. https://doi.org/10.1002/jaal.433
Gould, R. (2012). Philology, Education, Democracy. The Journal of Aesthetic Education, 46(4), 57–69. https://doi.org/10.5406/jaesteduc.46.4.0057
Harootunian, H. (2012). “Memories of Underdevelopment” after Area Studies. Positions : East Asia Cultures Critique, 20(1), 7–35. https://doi.org/10.1215/10679847-1471363
Levine, D. N. (2006). Powers of the mind the reinvention of liberal learning in America. University of Chicago Press. https://doi.org/10.7208/9780226475783
RICHARDSON, T. (2011). Navigating the Problem of Inclusion as Enclosure in Native Culture-Based Education: Theorizing Shadow Curriculum. Curriculum Inquiry, 41(3), 332–349. https://doi.org/10.1111/j.1467-873X.2011.00552.x
Schnell, J., & Dates, J. (1996). Promoting a more inclusive communication curriculum using inter-university faculty collaboration as a model. The Communication Review (Yverdon, Switzerland), 1(3), 403–409. https://doi.org/10.1080/10714429609388271
Seifert, T. A., Goodman, K. M., Lindsay, N., Jorgensen, J. D., Wolniak, G. C., Pascarella, E. T., & Blaich, C. (2008). The Effects of Liberal Arts Experiences on Liberal Arts Outcomes. Research in Higher Education, 49(2), 107–125. https://doi.org/10.1007/s11162-007-9070-7
Woyshner, C. (2002). Political History as Women’s History: Toward a More Inclusive Curriculum. Theory and Research in Social Education, 30(3), 354–380. https://doi.org/10.1080/00933104.2002.10473201
Social Sciences
Bair, S. (2015). Inclusive Historical Narratives: Lessons from Mary Ritter Beard and Carter G. Woodson. Social Studies Research & Practice, 10(2), 124–134. https://doi.org/10.1108/SSRP-02-2015-B0011
Boysen, G. A. (2011). Diversity Topics Covered in Teaching of Psychology Courses. Teaching of Psychology, 38(2), 89–93. https://doi.org/10.1177/0098628311401593
Case, K. A., Stewart, B., & Tittsworth, J. (2009). Transgender across the Curriculum: A Psychology for Inclusion. Teaching of Psychology, 36(2), 117–121. https://doi.org/10.1080/00986280902739446
Cochran, B. N., & Robohm, J. S. (2015). Integrating LGBT Competencies into the Multicultural Curriculum of Graduate Psychology Training Programs: Expounding and Expanding Upon Hope and Chappell’s Choice Points: Commentary on “Extending Training in Multicultural Competencies to Include Individuals Identifying as Lesbian, Gay, and Bisexual: Key Choice Points for Clinical Psychology Training Programs.” Clinical Psychology (New York, N.Y.), 22(2), 119–126. https://doi.org/10.1111/cpsp.12095
Dennick-Brecht, M. K. (1993). Developing a More Inclusive Sociology Curriculum: Racial and Ethnic Group Coverage in Thirty Introductory Textbooks. Teaching Sociology, 21(2), 166–171. https://doi.org/10.2307/1318638
Harris, J. B., Hill, B., & Kiernan, M. (2012). A Model for Increasing Indigenous Participation in Psychology Degrees. Australian Psychologist, 47(3), 128–136. https://doi.org/10.1111/j.1742-9544.2012.00066.x
Hedley, M., & Markowitz, L. (2001). Avoiding Moral Dichotomies: Teaching Controversial Topics to Resistant Students. Teaching Sociology, 29(2), 195–208. https://doi.org/10.2307/1318717
Littleford, L. N. (2013). Diversity in the Undergraduate Curriculum: Perspectives Held by Undergraduate Students at a Predominantly European American University. Teaching of Psychology, 40(2), 111–117. https://doi.org/10.1177/0098628312475030
Moradi, B., & Yoder, J. D. (2001). Demonstrating Social Constructionism in Psychology Courses: The “Who Am I?” Exercise. Teaching of Psychology, 28(3), 201–203. https://doi.org/10.1207/S15328023TOP2803_07
Peterson, S. B., & Kroner, T. (1992). GENDER BIASES IN TEXTBOOKS FOR INTRODUCTORY PSYCHOLOGY AND HUMAN DEVELOPMENT. Psychology of Women Quarterly, 16(1), 17–36. https://doi.org/10.1111/j.1471-6402.1992.tb00237.x
Pettijohn, T. F., & Walzer, A. S. (2008). Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course. College Student Journal, 42(2), 459-.
Rios, D., Stewart, A. J., & Winter, D. G. (2010). “Thinking She Could be the Next President”: Why Identifying with the Curriculum Matters. Psychology of Women Quarterly, 34(3), 328–338. https://doi.org/10.1111/j.1471-6402.2010.01578.x
