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Abstract

This commentary brings together four scholars who have taught courses in diversity and inequity in planning to reflect on the challenges of speaking to and about issues of race, ethnicity, and cultural difference in contemporary equity and advocacy planning. Using evidence gathered from over forty-five years of collective teaching experience, we highlight students’ struggles with questions about racial inequality inside the classroom and working with marginalized communities outside the classroom. The article offers pedagogical lessons for planning, highlighting strategies to help students and instructors navigate tough personal and professional questions about advocacy and equity planning in today’s multicultural, “post-racial” world.

Keywords

Race Diversity Pedagogy Education Equity and Advocacy Planning Service Learning Community Engagement Immigration Inequality

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References

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Teaching Equity and Advocacy Planning in a Multicultural “Post-racial” World

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References