Building inclusive PA classrooms: The Diversity Inclusion Model

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2020-07-14 DOI:10.1177/0144739420937762
M. Evans, Hillary J. Knepper
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引用次数: 11

Abstract

Normative management behaviors have resulted in the patterns of today—a lack of equity in leadership positions and policies that are less favorable toward women. Meanwhile, public service values, such as respect, equity, diversity, and inclusiveness, are central foci among the professional standards and norms within the public administration field, its academic discipline and related curricula. Consequently, public administration educational programs are uniquely situated to espouse these values in their core curricula, as well as enact and reinforce them through inclusive pedagogical practices. This paper has two aims. First, to introduce the Diversity Inclusion Model, which provides a framework for examining diversity and inclusion in course design and syllabi to identify areas of improvement. Second, to apply the Diversity Inclusion Model to gender equity and inclusion to develop more gender-inclusive, acculturated learning experiences that reinforce gender equity in the classroom. This may subsequently inform the practice of public administration to re-shape professional norms and create better gender equity.
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构建包容的PA教室:多元包容模式
规范的管理行为导致了今天的模式——在领导职位上缺乏公平,政策对女性不那么有利。与此同时,尊重、公平、多元、包容等公共服务价值观是公共管理领域、学科和相关课程的专业标准和规范的中心焦点。因此,公共管理教育项目在其核心课程中倡导这些价值观,并通过包容性的教学实践制定和加强这些价值观方面处于独特的地位。本文有两个目的。首先,介绍多样性包容模型,该模型提供了一个框架,用于检查课程设计和教学大纲中的多样性和包容性,以确定改进的领域。第二,将多元包容模式应用于性别平等和包容,开发更具性别包容性、文化适应性的学习体验,从而加强课堂性别平等。这可能随后为公共行政的实践提供信息,以重新塑造专业规范和创造更好的性别平等。
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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