This pioneering “crossover” initiative brings together celebrated faculty, subject-matter experts, and seasoned researchers to examine attitudes and behaviors towards Muslims; dissect public discourses on Islam; and uncover the operational mechanisms of engineered Islamophobia in an effort to raise public awareness and enrich public discourse on this pernicious form of prejudice.
The non-profit, non-partisan Brooklyn-based Democracy Works/TurboVote organization aims to foster democratic knowledge and capabilities in college students through active engagement and by utilizing TurboVote’s civic technology to drive the vote in every election—local, state and national—on campuses.
This guidelines shared by The Center for Research on Learning and Teaching at the University of Michigancan help instructors facilitate classroom discussion around controversial issues. Whatever the context, it is helpful to structure such discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom.
Harvard Divinity School is a nonsectarian school of religious and theological studies that educates students both in the pursuit of the academic study of religion and in preparation for leadership in religious, governmental, and a wide range of service organizations. Founded in 1816, and one of the oldest of Harvard University's professional schools, HDS has a long history of fostering scholarship and critical thinking, as well as supporting service and ministry.
The highly regarded IFYC works with campuses to build models of interfaith understanding and cooperation. IFYC believes interfaith collaboration leads to a society characterized by religious pluralism which it definesas “an intentional engagement of religious diversity toward a positive end or common good.”
On Being opens up the animating questions at the center of human life: What does it mean to be human, and how do we want to live? We explore these questions in their richness and complexity in 21st-century lives and endeavors. We pursue wisdom and moral imagination as much as knowledge; we esteem nuance and poetry as much as fact.
The Pluralism Project at Harvard University provides an excellent paradigm for energetically engaging religious diversity. Its director, Diana Eck, distinguishes between “diversity” and “pluralism,” noting that “mere diversity without real encounter and relationship will yield increasing tensions in our societies.” In contrast, “Pluralism is the encounter of commitments. It means holding our deepest differences, even our religious differences, not in isolation, but in relationship to one another.”
By VIVIAN YEE, KENAN DAVIS and JUGAL K. PATEL
New York Times, March 6, 2017
Geography and demography are only two ways to anatomize 11 million unauthorized immigrants in the U.S.. Circumstance offers another: As he seeks to tighten law enforcement’s grip on unauthorized immigrants, Mr. Trump will grapple with a population of people who arrived in several ways and for myriad reasons, each slice presenting its own challenges.
By CAROL GEARY SCHNEIDER
Association of American Colleges & Universities, 2016
Carol Geary Schneider, AAC&U President, Issues call to action on diversity, equity, and Inclusion in wake of court Decision on race-based admissions. The full text of the President's statement can be found here.
Association of American Colleges & Universities, 2016
A report by the “National Task Force on Civic Learning and Democratic Engagement” published in 2013. It contends that “the competencies basic to democracy cannot be learned only by studying books; democratic knowledge and capabilities are honed through hands‐on, face‐to‐face, active engagement in the midst of differing perspectives about how to address common problems that affect the well-being of the nation and the world.”
College students should have significant practice solving complex problems with diverse groups of collaborators in order to prepare for the challenges they will face in the workplace and in civic life. This issue of Diversity & Democracy contains articles highlighting courses, programs, and initiatives where students are engaging in such collaborative problem-solving across differences.
Association of American Colleges & Universities, 2011
In releasing this new edition of The Drama of Diversity and Democracy, the Association of American Colleges and Universities invites higher education to reengage with one of our most foundational questions: the role educators can and should play in building civic capacities—knowledge, skills, commitments, collaborations—for our diverse and globally connected democracy.
By REZA FAKHARI
Association of American Colleges & Universities, 2015
Written by Reza Fakhari, the perspective argues that interreligious understanding and engagement is an important component of teaching students to understand and address the consequences of globalization at home—especially in the United States, arguably the world's most religiously diverse nation. Such understanding is both imperative to America's global competiveness and national security and an effective approach to addressing global interreligious conflict and extremism.
By E. DEY/M. ANTONAROS/C. BARNHARDT/M. HOLSAPPLE
Association of American Colleges & Universities, 2010
This publication addresses what aspects of the college experience promote engaging difference and appreciation for multiple perspectives. Ideal for on-campus and campus-community discussions about perspective-taking. Engaging Diverse Viewpoints is the third report from the Core Commitments initiative. The first two reports are Civic Responsibility: What Is the Campus Climate for Learning? and Developing a Moral Compass: What Is the Campus Climate for Ethics and Academic Integrity?
By SAMUEL G. FREEDMAN
New York Times, April 29, 2016
While Elizabethtown is the only college to confer a bachelor’s degree in Interfaith Studies, 16 others around the nation have recently started minors, certificate programs or course sequences in interfaith or interreligious studies.
By ULRICH ROSENHAGEN
The Chronicle of Higher Education, December 02, 2015
The ideal way to learn a foreign language is often to immerse oneself in a culture where the language is spoken, from native speakers in their own habitat. How can colleges create a similar learning experience when it comes to their students’ religious commitments and convictions?
By BRIDGE INITIATIVE TEAM
The Bridge Initiative, 2016
This report highlights trends and patterns surrounding Islamophobia since the start of the 2016 U.S. presidential election cycle. It does so in the broader context of hatred, violence and social hostilities confronting Muslims as a minority faith group in contemporary America and with a particular focus on acts and threats of violence.