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In today’s corporate world, effective management of diversity is a critical business and social imperative. This paper aims to identify relevant issues connected to diversity training and suggest course content that can be useful in corporate and academia while offering diversity training.

The authors have conducted a literature review on primary aspects connected to diversity training. Specifically, papers published in recent times are given focus to come up with relevant diversity training content and other connected concerns.

In this paper, the authors focus on how academicians and practitioners can develop an effective diversity training initiative, based on some of the critical nuances discussed in the literature. Suggested training content includes sensitivity, awareness, behavioral approach, policy guidelines and diversity impact analysis. This training content can further be customized based on the corporate context where the training is to be delivered.

Based on the literature review, the paper suggests a holistic diversity training program that is hopefully going to be useful for both practitioners and academicians.

Purpose – This chapter argues that more opportunities for diversity-related content should be purposefully included in library and information science (LIS) graduate curricula.

Design/Methodology/Approach – Nine semi-structured interviews were conducted with LIS graduates and current LIS graduate students. The data were analyzed for patterns and themes, and a narrative developed that expounds on the experiences and insights of practicing LIS professionals.

Findings – The data emphasize that more work needs to be done to incorporate, de-tokenize, and normalize meaningful conversations about diversity and social justice and incorporate them across LIS curricula. Reframing and re-centering the curriculum to foster critical, inclusive, and culturally competent professional engagement is greatly needed in LIS programs and in the profession at large.

Originality/Value – This chapter details and analyzes a set of original interviews in which both current and aspiring librarians discuss their experiences with diversity and social justice content in their graduate programs.

Hollie (2011) maintains that pedagogy is the most frequently overlooked facet of culturally responsive teaching. This chapter puts forward a promising pedagogy for working with diverse learners, particularly those from ethnic minorities. It opens by providing a brief background to the New Zealand context in which my research has been conducted, before moving on to identifying key UNESCO principles relating to cultural and linguistic diversity, and examining key tensions and challenges that impact on the development of relevant pedagogies for diversity in different international contexts. Relevant pedagogies identified in the international literature are then summarized. Next, examples from case study data on teachers in New Zealand schools are presented. These data highlight four key aspects of a promising pedagogy: knowing, doing, being, and belonging. Consideration of how these aspects influence the pedagogical objective of becoming suggests that, while generating relevant practices (doing) is more effective in combination with theoretical input (knowing), this is insufficient without concurrently engendering a sense of being with and belonging in diverse communities of learners. The final model for a promising pedagogy is therefore more than just a simple, linear process, but the components doing, knowing, being, and belonging are viewed as part of a dynamic, interactive, and cyclical model.

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.

The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.

As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.

The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.

This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.

Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.

The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.

The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.

The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This chapter critically explores the colonial model of education in a Buddhist society in postcolonial Bangladesh, as the Buddhist value-based contemplative learning and ethical practices have been constantly challenged due to the fact that the western value-based cultural knowledge is considered for economic development. In such a context, Buddhist learners are unable to learn the social history, cultural heritage, Buddhist/social economy, and spiritual values and practices in the educational institutions. Even teachers are not trained in preparing learners for cultivation of wisdom (Paññā in Pāli) and ecocentric development of the community in the country. On the other hand, Buddhist notion of contemplative learning pedagogy believes in decolonization of the mind and reflective practice for social transformation and development of wisdom through deep meditative mind by nurturing critical dialogue as opposed to capital accumulation and greed-based society. The Buddhist pedagogical approach focuses on mindful concentration (bhavana) and ethical (sila) practice within the learning context and environment, as emancipatory ideology to promote cultural diversity instead of political and social imposition. Such mindfulness would allow both the learners and teachers to create collaborative learning opportunities for life-sustaining practice and wholesome (kusala karma) activity in the community setting. The Buddhist learning pedagogy tends to nurture nonviolence (ahimsa) in order to develop mutual respect among the diverse communities to renewing ground for mind-expanding pursuits in the learning institutions for the wellbeing of all community members in the country.