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Nine contributors to the Wabash Center's “Race Matters” blog (https://www.wabashcenter.wabash.edu/category/race-matters-in-the-classroom/) provide short teaching tactics they have used to help students engage difference in meaningful ways. 

Table Of Content:
Children’s Picture Books: Visualizing Race and Gender (Elias Ortega-Aponte)
Finding God -- and Ourselves -- in Art (Mara Brecht)
Engaging the City: Memorials and the Making of Theology (Andre E. Johnson)
Teaching (Re-)Humanization: Using Film in Anti-Racist Education (Ella Johnson)
Learning about the Game of Implicit Bias with Jerry Kang (Gerald C. Liu)
Reflect, Reconsider, and Reposition: Raising Awareness of Racial Experience and History through Art (Miriam Y. Perkins)
Engaging Historical Pain: An Ethical Imperative for Doing Ministry in the 21st Century (Marcia Y. Riggs)
Embodied Empathy: An Exercise in Courageous Self-Awareness (Mindy McGarrah Sharp)
Musical Mashups: Examining Whiteness and the Politics of Social Location (Elisabeth T. Vasko)

Additional Info:
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Abstract: Presents the key experiences of a diverse group of teachers and students in their journeys of becoming social justice educator/scholars.

This innovative book is a collection of autoethnographies by a diverse group of contributors who describe and theorize about the critical moments in their development as social justice educator/scholars in the face of colonizing forces. Using a rhizomatic approach, the editors’ meta-analysis identifies patterns of similarity and differences and theorizes about the exercise of agency in resistance and identity formation. In our increasingly diverse society, Becoming Critical is a wonderful resource for teacher education and sociology of education as it presents an alternative methodological approach for qualitative inquiry. The book contributes to students’ understanding of the development of critical theories—especially as they pertain to identities. The contributors make use of the work of critical scholars such as Collins, hooks, Weber, Foucault, and others relevant to the lives of students and educators today. (From the Publisher)

Table Of Content:
Section I: Introduction and Overview of Book
ch. 1 Introduction and Conceptual Framework: Critical Theory, Social Justice, Power, and Autoethnography (Felecia M. Briscoe and Muhammad A. Khalifa)

Section II: Critical Race Autoethnographic Case Studies
Section II Introduction: Authoethnography and Critical Race Theory (Muhammad A. Khalifa)
ch. 2 Auditioning for Whiteness: Autoethnography and Critical Race Theory in the Early Schooling Experiences of an African-American Man (Michael E. Jennings)
ch. 3 To Keep It Real or Not to Keep It Real: The Dialectics of the Chapellian Contradiction (Nosakhere Griffin-EL)
ch. 4 Blue Collar Scholar: Social Class, Race, and Life as a Black Man in Academe (Mark S. Giles)
ch. 5 Too Black, Yet Not Black Enough: Challenging White Supremacy in U.S. Teacher Education and the Making of Two Radical Social Misfits (Brenda G. Juárez and Cleveland Hayes)
ch. 6 Unbecoming … Responding to Colorblindness: An Autoethnography (Joy Howard)

Section III: Critical Feminist Autoethnographic Case Studies
Section III Introduction: Critical Feminisms: Gendered Experiences of Oppression and Resistance (Felecia M. Briscoe)
ch. 7 From Fundamentalist Mormon to the Academy: A “Plyg” Girl’s Experiences with the Evolving Sexist Double-Blind (Felecia M. Briscoe)
ch. 8 Where Did the Girls Go?: The Role of Socialization and Institutions in Silencing Female Voices (Damaris Moraa Choti)

Section IV: Critical Intersectional Autoethnographic Case Studies
Section IV Introduction: Intersecting Dimensions of Identity, Oppression, and Resistance (Felecia M. Briscoe)
ch. 9 “You Look Like a Wetback; You Shouldn’t Have Any Trouble”: Deals We Make with the Devil on the Road Less Traveled (Elizabeth de la Portilla)
ch. 10 A Critical Autoethnography of a Black Man from Detroit: Resisting the White Imaginative’s Criminalization of Black Men (Muhammad A. Khalifa)
ch. 11 Working the Hyphens: Ethnographic Snapshots in Becoming Critical-Female-Black-Scholars (Aisha El-Amin, B. Genise Henry, and Crystal T. Laura)
ch. 12 We’re All Half-Breeds Now … in a Not so Ivory Tower (Miguel de Oliver)

Section V: Advances in Rhizomatic Understanding
ch. 13 Autoethnographic Sensemaking: What Does Our Criticality Mean? Patterns and Divergences (Muhammad A. Khalifa and Felecia M. Briscoe)
ch. 14 Rage, Love, Transcendence in the the Co-Construction of Critical Scholars Identities: Escaping the Iron Cage of Technical-Rationality (Felecia M. Briscoe and Muhammad A. Khalifa)

References
Contributors’ Professional Biographies
Index

Additional Info:
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How do socially constructed concepts of race dominate and limit understandings and practices of multicultural education? Since race is socially constructed, how do we deconstruct it?

In this important book Mahiri argues that multicultural education needs to move beyond racial categories defined and sustained by the ideological, social, political, and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, the author investigates micro-cultural practices and provides a compelling framework for understanding the diversity of individuals and groups.
Descriptions and analysis from ethnographic interviews reveal how people’s continually evolving, highly distinctive, micro-cultural identities and affinities provide understandings of diversity not captured within assigned racial categories.

Synthesizing the scholarship and interview findings, the final chapter connects the play of micro-cultures in people’s lives to a needed shift in how multicultural education uses race to frame and comprehend diversity and identity and provides pedagogical examples of how this shift can look in teaching practices.

Table Of Content:
Acknowledgements

Ch 1. Writing Wrongs
Ch 2. Deconstructing Race
Ch 3. The ColorBind
Ch 4. Pretending to Be White
Ch 5. Passing for Black
Ch 6. No Bodys Yellow
Ch 7. The Brown Box
Ch 8. Red Rum
Ch 9. MicroCultures
Ch 10. Challenges of Multicultural Education

Appendix A: Personal Perspectives Project (Shivani Savdharia)

Appendix B: From Beirut to Oakland (Yael Friedman)

Appendix C: Integrating Restorative Discipline Principles into Classroom Content (Eva Marie Oliver)

Appendix D: Personal Profile (Kylie Garcia)

References

Index

About the Author

Additional Info:
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Abstract: Higher education is facing a perfect storm as it contends with changing demographics, shrinking budgets and concerns about access and cost, while underrepresented groups – both in faculty ranks and students – are voicing dissatisfaction with campus climate and demanding changes to structural inequities.

This book argues that, to address the inexorable changes ahead, colleges and universities need both to centralize the value of diversity and inclusion and employ a set of strategies that are enacted at all levels of their institutions. It argues that individual and institutional change efforts can only be achieved by implementing “diversity as a value” – that is embracing social change efforts as central and additive rather than episodic and required – and provides the research and theoretical frameworks to support this approach, as well as tools and examples of practice that accomplish change.

The contributors to this book identify the elements that drive successful multicultural initiatives and that strengthen the effectiveness of campus efforts to dismantle systemic oppression, as well as the individual and organization skills needed to manage difference effectively. Among these is developing the capacity of administrators, faculty and student affairs professionals as conscious scholar practitioners to sensitively manage conflicts on campus, deconstruct challenging structures and reconstruct the environment intentionally to include in respectful ways experiences of historically marginalized groups and non-dominant ways of being in the world.

The books’ focus on developing capacities for multicultural competence aligns with higher education’s increasing emphasis on civic engagement and institutional goals promote skills to interact in meaningful and responsible ways around difference, whether of people, ideas or identities.

Designing Transformative Multicultural Initiatives provides guiding principles and practical strategies to successfully transform higher education to become fully inclusive and advance the success of all constituents and stakeholders. (From the Publisher)

Table Of Content:
Foreword
Acknowledgements
Introduction

Part One: Guiding Principles for Transformative Multicultural Initiatives (What are some useful guiding principles that help conscious scholar practitioners design transformative multicultural initiatives?)
ch. 1 Multicultural Initiatives as a Practice of Freedom (Sherry K. Watt)
ch. 2 Authentic, Action-Oriented Framing for Environmental Shifts (AAFES) Method (Sherry K. Watt)
ch. 3 Privilege Identity Exploration (PIE) Model Revisited: Strengthening Skills for Engaging Difference (Sherry K. Watt)

Part Two: Designing Multicultural Initiatives: A How to Manual (What techniques do conscious scholar practitioners use to develop a multicultural initiative that will lead to a successful outcome?)
ch. 4 Multicultural Initiatives as Bridges: Structures Necessary for Successful Facilitation (Cindy Ann Kilgo and Richard Barajas)
ch. 5 In Pursuit of a Strong, Clear Vision: Initiating and Sustaining Multicultural Change in Higher Education Organizations (Lacretia Johnson Flash)
ch. 6 Sharing Power and Privilege through the Scholarly Practice of Assessment (Wayne Jacobson)

Part Three: Scholarly Examples of Multicultural Initiatives in Teaching, Higher Education Administration, and Student Affairs Practice (What are examples of the varying types of multicultural initiatives in higher education and student affairs?)
ch. 7 Teaching Contemporary Leadership: Advancing Students’ Capacities to Engage
With Difference (John P. Dugan and Daviree Velázquez)
ch. 8 Aligning Actions With Core Values: Reflections of a Chief Diversity Officer and National Science Foundation ADVANCE Director on Advancing Faculty Diversity (Paulette Granberry Russell and Melissa McDaniels)
ch. 9 Creating Inclusive Organizations: One Student Affairs Division’s Efforts to Create Sustainable, Systemic Change (Kathy Obear and Shelly Kerr)
ch. 10 Dialogue Matters: Applying Critical Race Theory to Conversations About Race (Sherri Edvalson Erkel)
ch. 11 Confronting Systems of Privilege and Power Through Classroom Discussion: Uses of Power (Bridget Turner Kelly and Joy Gaston Gayles)
ch. 12 The Transformational Potential of Academic Affairs and Student Affairs Partnerships for Enacting Multicultural Initiatives (Lucy A. LePeau)

Part Four: Conscious Scholar Practitioners' Reflections on Identity, Power, and Privilege
(How do conscious scholar practitioners face the challenges within the convergence of identity, power, and privilege that are inherent to multicultural initiatives and campus organizational change?)
ch. 13 Politics of Intersecting Identities (John A. Mueller and Craig S. Pickett)
ch. 14 Toxic Environments: Perseverance in the Face of Resistance (Mary F. Howard)
ch. 15 Facing the Proverbial Lion of Racism (Jodi L. Linley and Sherry K. Watt)
ch. 16 The Art of Reflective Teaching (Ellen E. Fairchild)
ch. 17 Daring Greatly: A Reflective Critique of the Authentic, Action-Oriented Framing for Environmental Shifts (AAFES) Method (Tracy Robinson-Wood and Sherry K. Watt)

About the Editor and Contributors
Index

Additional Info:
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Abstract: In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the 'experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives?

Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices:

- Part I provides readers with a short history of the notion of experiential learning.

- Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning.

- Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials.

- Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives.

Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field. (From the Publisher)

Table Of Content:
List of figures
Acknowledgements
Credit list
Introduction

Part I - The politics of experience
ch. 1 Purging the transgressive from experiential learning
ch. 2 Gender, reason, and the universal knower
ch. 3 Othering rationality

Part II - Gender, experience, and the body
ch. 4 Body, culture, and the feminist claims for experience
ch. 5 The body in question
ch. 6 Mind and matter: Dewey, Kolb, and embodied knowing

Part III - Power and the assessment of experiential learning
ch. 7 Conservatism and transgression in the assessment of experiential learning
ch. 8 Queering the assessment of experiential learning
ch. 9 Practice studies, complexity, and the assessment of experiential learning

Part IV - Narrating the self
ch. 10 Autobiography and adult learning
ch. 11 Textualizing the self: genre, experience, and adult learning
ch. 12 The ghosts of war: trauma, narrative, and adult learning

Conclusion
Bibliograpy
Index

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
ch. 1 Incarcerated Religion: Teaching behind Walls – Editor's Introduction (Fred Glennon)
ch. 2 Opening My Eyes: Teaching in a Women's Prison (Elizabeth M. Bounds)
ch. 3 Education as Social Transformation (Andrew Skotnicki)
ch. 4 Incarcerated Trust: The Challenge of Prison Teaching (James Wetzel)
ch. 5 Quotes, Notes, Questions (Joshua Dubler)
ch. 6 Theology and Ministry at Garden State Correctional Facility (Melanie Webb)

Resources

Additional Info:
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Abstract: Drawing from mindfulness education and social justice teaching, this bookexplores an anti-oppressive pedagogy for university and college classrooms. Authentic classroom discussions about oppression and diversity can be difficult; a mindful approach allows students to explore their experiences with compassion and to engage in critical inquiry to confront their deeply held beliefs and value systems. This engaging book is full of practical tips for deepening learning, addressing challenging situations, and providing mindfulness practices in anti-oppression classrooms. Integrating Mindfulness into Anti-Oppression Pedagogy is for all higher education professionals interested in pedagogy that empowers and engages students in the complex unlearning of oppression. (From the Publisher)

Table Of Content:
Preface
Acknowledgements
Permissions

ch. 1 Mindful Anti-Oppression Pedagogy
ch. 2 Bringing the Body Back In
ch. 3 Recognizing and Unlearning Internalized Oppression
ch. 4 Dismantling Privilege with Mindful Listening
ch. 5 Reframing Student Resistance as Mindful Dissonance
ch. 6 Critiques and Challenges of Mindful Anti-Oppression Pedagogy
ch. 7 Building Empowered, Compassionate Communities

Index

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Contributors
ch. 1 Intersectionality in Theological Education: Engaging Complexity, Activism, and Multiple Consciousness (Jeanne Stevenson-Moessner)
ch. 2 Making the Way Together (Emilie M. Townes)
ch. 3 Intersectionality and Theological Education (Nancy Ramsay)
ch. 4 Thinking at the Intersections of Theology and the Matrix of Differences: From Intersectionality to Interconnectivity (Robyn Henderson-Espinoza)
ch. 5 Intersectionality and Disclosure as Pedagogical Tools (Kirk VanGilder)
ch. 6 Intersections: A Zimbabwe-US Class (Maaraidzo E. Mutambara, and Traci C. West)
ch. 7 Performing Bodies in the Classroom: Multiple Identities and (Mis)Recognition (Heike Peckruhn)

Resources

Additional Info:
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Abstract: The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university.

This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.

The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy.

These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building.

This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality. (From the Publisher)

Table Of Content:
Forward (Timothy K. Eatman)
Preface
Acknowledgments

ch. 1 Introducing Next-Generation Engagement (Margaret A. Post, Elaine Ward, Nicholas V. Longo, and John Saltmarsh)

Part One: The Collaborative Engagement Paradigm
ch. 2 The Inheritance of Next Generation Engagement Scholars (John Saltmarsh and Matthew Hartley)
ch. 3 A Brief History of a Movement - Civic Engagement and American Higher Education (Matthew Hartley and John Saltmarsh)
ch. 4 Collaborative Engagement—The Future of Teaching and Learning in Higher Education (Nicholas V. Longo and Cynthia M. Gibson)
ch. 5 Collaborative Engagement Research and Implications for Institutional Change (Farrah Jacquez, Elaine Ward, and Molly Goguen)
ch. 6 Legitimacy, Agency, and Inequality - Organizational Practices for Full Participation of Community Engaged Faculty (KerryAnn O’Meara)

Part Two: New Public Scholars
Opening (Elaine Ward)
ch. 7 Disrupting Role Dichotomies (Lina Dostillio, Emily Janke, Margaret A. Post, Annie Miller, and Elaine Ward)
ch. 8 Developing a Community-Engaged Scholarly Identity (Katie Beck, Adam Bush, Lorena Holguin, Demetri Morgan, and Cecilia Orphan)
ch. 9 Paving New Professional Pathways for Community Engaged Scholarship (Patrick Green, Barbara Harrison, Jessica Reading, and Timothy Shaffer)
ch. 10 Critical Commitments to Community and Campus Change (Eric Hartman, Glennys Sanchez, Sabina Shakya, and Brandon Whitney)
ch. 11 Fortunate accidents and winding pathways – The personal and professional spaces of authenticity (Ben Anderson-Nathe, Farrah Jacquez, Rachael Kerns-Wetherington, and Tania D. Mitchell)
ch. 12 Next Generation Engaged Scholars – Stewards of Change (Elaine Ward and Annie Miller)

Part Three: The Future of Engagement
ch. 13 The Future of the Academy with Students as Colleagues (Nicholas V. Longo, Abby Kiesa, and Richard Battistoni)
ch. 14 Next Generation Engagement Scholars in the Neoliberal University (Cecilia M. Orphan and KerryAnn O’Meara)
ch. 15 Building an Organizational Structure that Fosters Blended Engagement (Byron P. White)

Afterword: Practice and Theory in the Service of Social Change (Peter Levine)

About the Authors
Index

Additional Info:
Racial Battle Fatigue is described as the physical and psychological toll taken due to constant and unceasing discrimination, microagressions, and stereotype threat. The literature notes that individuals who work in environments with chronic exposure to discrimination and microaggressions are more likely to suffer from forms of generalized anxiety manifested by both physical and emotional syptoms. This edited volume looks at RBF from the perspectives of graduate students, middle level academics, and chief diversity officers at major institutions of learning. RBF takes up William A. Smith’s idea and extends it as a means of understanding how the “academy” or higher education operates. Through microagressions, stereotype threat, underfunding and defunding of initiatives/offices, expansive commitments to diversity related strategic plans with restrictive power and action, and departmental climates of exclusivity and inequity; diversity workers (faculty, staff, and administration of color along with white allies in like positions) find themselves in a badlands where identity difference is used to promote institutional values while at the same time creating unimaginable work spaces for these workers. (From the Publisher)

Table Of Content:
Foreword
Preface
Introduction (Roland W. Mitchell, Kenneth J. Fasching-Varner, Katrice A. Albert, and Chaunda M. Allen)

ch. 1 A Testimony of a Black Male Cadet Facing Racial Battle Fatigue (Melvin (Jai) Jackson)
ch. 2 Navigating the Academy, Creating Counterspaces: Critically Examining the Experiences of Three PhD Students of Solor (Laura S. Yee, Roderick L. Carey, and Wyletta S. Gamble)
ch. 3 What Are You Anyway?: Racial Fatigue as a Daily Experience in Public Schools (Boni Wozolek)
ch. 4 The Ubiquitous White Shadow: A Counternarrtive of a Doctoral Student in a “Liberal" Teacher Education Program (Roberto Montoya)
ch. 5 Traumatic Pedagogy: When Epistemic Privilege and White Privilege Collide (Tapo Chimbganda)
ch. 6 Black. Woman. Non-Traditional Other: Creating Hybrid Spaces in Higher Education (Tammie Jenkins)
ch. 7 Indigenous Peoples in the Racial Battle Lands (Bryan McKinley Jones Brayboy)
ch. 8 I Ain't Your Doc Student ": The Overwhelming Presence of Whiteness and Pain at the Academic Neo Plantation (Cheryl E. Matias)
ch. 9 Assault in the Academy: When it Becomes More Than Racial Battle Fatigue (Cleveland Hayes)
ch. 10 Psychological Heuristics: Mental/Emotional Designs of Racial Battle Fatigue and the Tenure/Promotion Terrain for Faculty of Color (Noelle Witherspoon Arnold)
ch. 11 Examining Intra-Group Racism and Racial Battle Fatigue in Historically Black Colleges and Universities (Leslie V. Collins)
ch. 12 Narratives From the Allied Front: Can People Not of Color Have Racial Battle Fatigue? (Walter S. Gershon and Robert J. Helfenbein)
ch. 13 Wearing You Down: The Influence of Racial Battle Fatigue on Academic Freedom for Faculty of Color (Holley Locher & Rebecca Ropers-Huilman)
ch. 14 An Adopted Korean Speaks Out About His Racialized Experiences as a Faculty Member at a PWI (Nicholas D. Hartlep)
ch. 15 Racial Battle Fatigue and/as (Impostorship: Implications for Academic Mentoring and Psychosocial Development (T. Elon Dancy III)
ch. 16 We Didn't Know You Meant That by Diversity": Contested Diversity and Strategic (Administrative) Responses in Colleges of Education (Francisco Rios and Karen B. McLean Dade)
ch. 17 Standing on My Head Spitting (Indian Head) Nickels: Racial Battle Fatigue as it Relates to Native Americans in Predominately White Institutions of Higher Education (Deirdre A. Almeida)
ch. 18 Behind Enemy LineE: Critical Race Theory, Racial Battle Fatigue and Higher Education (Mark S. Giles)
ch. 19 A Hyphenated Life: Power and Liberation Within the Research Academy (David M. Callejo Perez)
ch. 20 Exploiting the Body and Denouncing the Mind: Navigating a Black Female Professional Identity Within the Academy (Kristie A. Ford)
ch. 21 Exercising Agency in the Midst of Racial Battle Fatigue: A Case for Intragroup Diversity (Gregory J. Vincent, Sherri L. Sanders, and Stella L. Smith)
ch. 22 Racial (and Gender) Battle Fatigue: The Transdisciplinary Applied Social Justice? Approach (Menah A.E. Pratt-Clarke)
ch. 23 Clashing with Tradition: The Chief Diversity Officer at White Public Institutions (Charles Robinson)

References
About the Contributors

Additional Info:
Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures provides a dynamic exploration of the subject of teaching gender and feminism through the fundamental corpus encompassing Latin American, Iberian and Latino authors and cultures from the Middle Ages to the 21st century. The four editors have created a collaborative forum for both experienced and new voices to share multiple theoretical and practical approaches to the topic. The volume is the first to bring so many areas of study and perspectives together and will serve as a tool for reassessing what it means to teach gender in our fields while providing theoretical and concrete examples of pedagogical strategies, case studies relating to in-class experiences, and suggestions for approaching gender issues that readers can experiment with in their own classrooms. The book will engage students and educators around the topic of gender within the fields of Latin American, Latino and Iberian studies, Gender and Women’s studies, Cultural Studies, English, Education, Comparative Literature, Ethnic studies and Language and Culture for Specific Purposes within Higher Education programs.

“Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures makes a compelling case for the central role of feminist inquiry in higher education today … Startlingly honest and deeply informed, the essays lead us through classroom experiences in a wide variety of institutional and disciplinary settings. Read together, these essays articulate a vision for twenty-first century feminist pedagogies that embrace a rich diversity of theory, methodology, and modality.” – Lisa Vollendorf, Professor of Spanish and Dean of Humanities and the Arts, San José State University. Author of The Lives of Women: A New History of Inquisitional Spain

“What is it like to teach feminism and gender through Latin American, Iberian, and Latino texts? This rich collection of texts … provides a series of insightful and exhaustive answers to this question … An essential book for teachers of Latin American, Iberian and Latino/a texts, this volume will also spark new debates among scholars in Gender Studies.” – Mónica Szurmuk, Researcher at the National Scientific and Technical Research Council of Argentina. Author of Mujeres en viaje and co-editor of the Cambridge History of Latin American Women’s Literature (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Introduction: Gender Pedagogy through Latin American, Iberian, and Latino Texts - That What, How, and Who (Leila Gómez)

Part I - Feminism in the Aftermath in Latin American, Iberian, and Latino Studies
ch. 2 Mobilizing Meanings: Questions for a Pedagogy of Women’s Writing (Sara Castro-Klarén)

Part II - New Canons, New Readings in the Classroom
ch. 3 Cada Maestrillo Tiene su Librillo: Personal Reflections on Teaching Gender through Medieval Iberian Texts (Núria Silleras-Fernández)
ch. 4 “The Personal is Political”: Teaching Gender and Nation through Nineteenth-Century Texts (Vanesa Miseres)
ch. 5 Teaching Hispanic Feminism: From Academic Consciousness-Raising to Activism (Ellen Mayock)
ch. 6 Gendered Matters; Engaging Early Modern Dramaturgas in the Classroom ( Valerie Hegstrom & Amy R. Williamsen)

Part III - Shifting the Ground When Reading
ch. 7 How to Read a Masculine Canon: Gender and Indigenismo (Leila Gómez)
ch. 8 Wile Naked Ladies: Shifting Paradigms, Gendered Approaches to María Victoria Menis’s Cámara oscura [Camera Obscura] (2008) and Alberta Carri’s La rabia [Anger] (2008) (Cynthia Tompkins)

Part IV - Breaking the Agreement of Silence, Teaching Uncomfortable Subjects
ch. 9 Interrogating Gendered Mexican Cultural Icons in a “Border” Classroom (Amanda L. Petersen)
ch. 10 Approaches to Teaching Rape in the Spanish Literature Classroom: Alicia Giménez Bartlett’s (Ritos de Muerte Shelley Godsland)

Part V - Interdisciplinary and Crossroads
ch. 11 Teaching Gender for the Multicultural Workplace (Mary K. Long)
ch. 12 Performing Gender in the Classroom and on the Stage (Debra A. Castillo)

About the Contributors
About the Editors