Art History (Sample syllabus, St. Lawrence University)
Greek Poetry, Philosophy, Politics (Sample Syllabus, St. Lawrence University)
Branche, Jerome., Mullennix, John W, and Cohn, Ellen R. Diversity across the Curriculum : A Guide for Faculty in Higher Education. Bolton, Mass.: Anker Pub., 2007 PSU Library Shelves -- 3rd floor LC3727 .D538 2007
This book contains many chapters with examples of culturally responsive teaching in humanities disciplines, including:
Selected items from the model of culturally responsive teaching from Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8(4), 803-820.
Facilitating Knowledge Construction
Jett, C. C. (2013). Culturally Responsive Collegiate Mathematics Education: Implications for African American Students. Interdisciplinary Journal of Teaching and Learning 3(2), 102-116.
Samanta, S. (2016). Making Visible Asians and Asian Americans in Introductory Women's Studies Courses: The Personal Voice in Pedagogy, Making Feminist Connections across Diversity. Feminist Teacher, 25(2), 94-110.
Motulsky, S. L., Gere, S. H., Saleem, R., & Trantham, S. M. (2014). Teaching social justice in counseling psychology. The Counseling Psychologist, 42(8), 1058-1083.
Riggs, D. W. (2004). Challenging the monoculturalism of psychology: Towards a more socially accountable pedagogy and practice. Australian Psychologist, 39(2), 118-126.
This article "suggests that within a multicultural society psychology needs to develop an understanding of the ways that white systems of representation shape pedagogy and practice" and "outlines the ways in which the discipline may be conceptualised as a cultural practice that is both informed by, and constitutive of, racialised practices in Australia." (p. 118)
Fuentes, M. A., & Shannon, C. R. (2016). The state of multiculturalism and diversity in undergraduate psychology training. Teaching of Psychology, 43(3), 197-203.
This article critiques the practice of examining diversity as an isolated topic in psychology courses, and offers recommendations and resources to improve the design of psychology course curriculum in relationship to diversity.
...As emphasized throughout this article, intersectionality is central to diversity (Davis, 2008). Instructors are reminded that intersectionality is not simply addressing a number of diversity factors in a course in a singular manner (e.g., 3 weeks on race, 3 weeks on gender, and 3 weeks on class), rather an intersectional approach helps students recognize that identity consists of a number of social–cultural factors (e.g., race, ethnicity, gender) and that these factors often intersect to enhance, compromise, or neutralize one’s identity as it relates to power, privilege, and oppression (Berger & Guidroz, 2009; Case, 2013; Pliner & Banks, 2012). (p.201)