Who’s Teaching Who: Skepticism, Ethnocentrism, and Emancipatory Pedagogy in the Classroom

deadline for submissions: 
April 30, 2018
full name / name of organization: 
Jodi Van Der Horn-Gibson, Ph.D. and Moronke Oshin-Martin, D.M./City University of New York
contact email: 

In his seminal work The Souls of Black Folk, W.E.B. Du Bois wrote that the single most pressing issue facing the United States was the color line. More than 100 years later, the issue of race remains a pressing one for the U.S. and research suggests that the racial divide permeates our culture. Furthermore, numerous studies have found that today’s college students are not sufficiently prepared to interact and communicate effectively in a culturally-diverse and globalized workplace and do not possess many of the 21st century competencies necessary for success and engagement in such diverse environments. But in comparison, we wonder how prepared are faculty, administrators, and staff to cultivate a space where these skills can develop? How can we as educators help students navigate terrain that we ourselves have yet to handle?

Who’s Teaching Who will use Integrated Multicultural Instructional Design (IMID) as a framework, and emancipatory pedagogies as method, to provide a forum for administrators, faculty, staff and students to engage in dialogue regarding educational practices that promote understanding and develop intercultural competencies.  This pedagogical model responds to the growing student diversity in postsecondary institutions in the U.S. and throughout the world by integrating the four sides of the IMID pyramid--how we teach, what we teach, how we support learning (in the classroom and institutionally), and how we assess learning. IMID focuses on the integration of multicultural content and diverse teaching, learning, support and assessment strategies in postsecondary curricula, programs, courses, and academic support services (Higbee, Schultz & Goff, 2010). The IMID philosophy decenters the educator as the “expert,’ in the classroom, and fosters invitational space where learners, scholars and practitioners collaborate as a community of engaged learners within a larger global community to “foster trust and mutual respect in order to ensure the creation of teaching and learning environments in which all students feel welcome and supported in learning” (Schultz & Higbee, 2011, p. 14). While some chapter contributions will include discussions about effective/ineffective classroom practice, the book’s larger intention is to offer intersecting perspectives that foster learning environments conducive to difficult conversations. These perspectives would include promoting understanding of how knowledge and personal experiences are shaped by the contexts in which we live and work (e.g., cultural, social, political, economic, historical); developing the intercultural competence of faculty; and internationalizing the curriculum.  Therefore, in order for the text to truly represent the IMID framework, the editors invite perspectives from faculty, administrators, student support staff, counselors, and students, and seek viewpoints from a multicultural landscape.


The book will be divided into four sections:


  • Theoretical Positionings

  • Challenges of Emancipatory Positioning

  • Methods of Liberatory Practice

  • Student Perspectives Through Case Studies


Chapter proposals could include but are not limited to the following topics, trends, and ideas:

  • Cross sections of critical pedagogies

  • Emancipatory and invitational theories

  • Culturally responsive theory

  • Critical pedagogies  drawn from the writings of bell hooks, Henry Giroux, Ira Shor, and Paulo Freire

  • Issues such as teaching for tenure as opposed to teaching to transgress

  • Teaching as the practice of freedom

  • Coping with disclosure fatigue

  • Logistics of faculty training and development

  • Theoretical and pedagogical structures implemented by faculty and administrators

  • Reflections on pedagogy and practice in the classroom

  • Case studies and research projects -- ones that worked well, and including those that crashed and burned

  • Student responses to the educational practice

  • Case studies

  • Lesson and assignment development

  • Student feedback on the pedagogies

  • Black Lives Matter, social justice, and related issues

  • #metoo movement

  • #takeaknee movement

  • Intersectionalities of identity and how they shape perception; race, gender, religion, sexuality, etc.

  • Historical or social movements’ impact on educational spaces

  • Liberatory practice

  • Professional development; in-program education as well as workshops and courses for graduates in the field

  • Other approaches or topics as developed in conversation with the editors


We invite contributions from various disciplines and methodological approaches including but not limited to: Languages, English, Performing Arts, Communication, Ethnic Studies, History, Journalism, Legal Studies, Political Science, Psychology, and Sociology.


If you are interested in authoring a chapter, please send a 200-300-word abstract to whosteaching@gmail.com by April 30, 2018, including:

  • The title of your chapter proposal.

  • A 1-2 sentence thesis statement of your chapter.

  • Your brief bio (100-200 words).


An academic press has expressed interest in the project. Accepted contributors will be notified June 1, 2018. Upon full acceptance by the publisher, contributors will be asked to submit completed 6000-8000 word chapters by November 30, 2018.


Contact: For more information, please contact Jodi Van Der Horn-Gibson, Ph.D. and/or Moronke Oshin-Martin, Ph.D. at whosteaching@gmail.com with questions and/or abstract submission.