The Experience of a White Professor Teaching Diversity Courses in the Midwest
Facilitators of diversity courses in higher education institutions face multiple challenges because these courses are emotionally charged for students and facilitators alike. To date, there is a limited number of recent papers that focus on the reflections of professors from the dominant culture who teach diversity online and face-to-face graduate courses. The present paper fills this gap by describing the experiences of a White, French assistant professor in the midwest of the United States. This paper also provides recommendations for practitioners.
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A new model, the Creative Commons approach, with split copyright is rapidly evolving and worth considering.