Abstract
The introduction sets the parameters of the project and establishes the methodology. This project will focus on pedagogical history and theory as a means of advancing classroom inclusion in higher education. The book will begin with an examination of pedagogical and multicultural theories and culminate in strategies for incorporating inclusion into both curricula and classroom dialogue. The introduction establishes the argument for qualitative analysis as a means of advancing the current dialogues involving difference that are housed primarily in quantitative data. The use of quantitative data expands the discussions beyond numeric demographic information to embrace the lived experience. The use of qualitative data establishes the significance of the Humanities disciplines in inclusion dialogues.
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Notes
- 1.
This work will not address the arguments involving hermeneutics , but for those wishing more insights, The Hermeneutics Reader (1997), edited by Kurt Mueller-Vollmer, is a good place to start.
- 2.
For those unaware of this term, it was introduced by Kimberlé Crenshaw in the 1980s and has been used in race, class, gender, and sexuality studies to mark an individual’s unique social position given the complexity of individual identity within a given society.
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Lovern, L.L. (2018). Introduction. In: Fostering a Climate of Inclusion in the College Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-75367-6_1
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