Published In

Change: The Magazine of Higher Learning

Document Type

Post-Print

Publication Date

10-2021

Subjects

Inclusive education, Critical pedagogy

Abstract

In short

  • Increasingly, professionals in higher education are acknowledging the short- and long-term impacts on individuals and communities of institutional failures to create welcoming, inclusive, and caring environments for traditionally underrepresented students.
  • Student voices, reflecting on their lived and felt experiences in college, have been less frequently present in the discussions about inclusion in higher education.
  • Listening to students from underrepresented groups has the potential to redefine and renew how we understand education and ourselves, offering a template and a foundation for the dense network of relationships that a student-focused institution of higher education ought to aspire to and build on.

Rights

Creative Commons License

This is an Accepted Manuscript version of the following article, accepted for publication in Change: The Magazine of Higher Learning. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

DOI

10.1080/00091383.2021.1963146

Persistent Identifier

https://archives.pdx.edu/ds/psu/36544

Available for download on Tuesday, April 11, 2023

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