Diversity & Democracy, Spring 2010

Current Issue


Identity, Liberal Learning, Democracy: Reflections

Elements of personal identity provide the lenses through which students interpret and interact with the world on both local and global levels. This issue of Diversity & Democracy examines how colleges and universities can help students explore "big questions" related to issues of personal identity and implications of these questions for advancing the public good in a diverse democracy.

Table of Contents
Featured Topic

By Elizabeth Minnich, chair, American Philosophical Association Committee on Public Philosophy

By Anna M. Ortiz, professor of educational leadership at California State University, Long Beach; and Silvia J. Santos, professor of psychology at California State University, Dominguez Hills

By Celeste Fraser Delgado, associate professor of English and academic coordinator of arts and humanities at Barry University's School of Adult and Continuing Education

By Diane J. Goodman, diversity consultant based in Nyack, New York, and adjunct faculty in the graduate school of education at the State University of New York-New Paltz

By Adrienne Dessel, associate codirector, the Program on Intergroup Relations; Kelly E. Maxwell, codirector, the Program on Intergroup Relations; Johanna Masse, doctoral student in higher education; and Elizabeth Ramus, religion dialogue facilitator and undergraduate student--all of the University of Michigan


By John C. Hawley, professor of English at Santa Clara University

By Linda Kornasky, professor of English at Angelo State University

Campus Practice

By David M. Donahue, associate professor of education, Mills College; and Tania D. Mitchell, director of service learning and associate director of the undergraduate program in Comparative Studies in Race and Ethnicity, Stanford University

By Johnnella E. Butler, provost and vice president for academic affairs, Spelman College

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