Equitable Teaching Practices in Higher Education

Abstract

This chapter presents synthesized insights from rich and varied literatures about pedagogies in higher education for equity and justice. The authors summarize key empirical, theoretical, and best practice literature about designing and implementing socially-just pedagogies in higher education. The synthesis is organized into three sections that mirror the varied foci (e.g., personal classroom, university, etc.) of equity and justice literature. The individual faculty domain summarizes literature about self-work required of faculty. The instructional domain explicates the varied strategies faculty can use to design equitable classroom environments and deliver socially just curriculum and praxis. Finally, the institutional domain summarizes the less voluminous, but important, body of work situating equity pedagogy within the broader literature about social justice and equity in higher education.