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Databases & Terms Searched:
The main database consulted was Political Science Complete, with additional searches conducted in EBSCOHost and Web of Science. Search terms used included “inclusive pedagogy,” “multicultural pedagogy,” “social justice,” “minority students,” and “diversity.” Additional keywords used to narrow the scope included “classrooms” and “higher education.”
There has been a steady increase in articles related to inclusive pedagogy in political science over the past 15 years. The overall theme from the literature emphasizes understanding implicit bias in traditional political science texts by critically examining these sources, while also finding sources from alternative, but historically less-visible perspectives, including women, minorities, other nationalities, and individuals from different socio-economic backgrounds.
Han, L., & Heldman, C. (2019). Teaching Women/Gender and Politics: Current Trends and Challenges. PS: Political Science & Politics, 52(3), 531-535.
Bauer, K. & Clancy, K. (2018). Teaching Race and Social Justice at a Predominantly White Institution. Journal of Political Science Education, 14(1), 72-85.
Clayton, E.W. (2018). Teaching Feminist Theory as a Man. Journal of Political Science Education, 14(1), 123-128.
Stout, V., Kretschmer, K., & Stout, C. (2016). The Continuing Significance of History: An Active-Learning Simulation to Teach About the Origins of Racial Inequality. Journal of Political Science Education, 12(2), 230-240.
Cassese, E.C., Holman, M.R., Schneider, M.C., & Bos, A.L. (2015). Building a Gender and Methodology Curriculum: Integrated Skills, Exercises, and Practices. Journal of Political Science Education, 11(1), 61-77.
Greenlee, J.S., Holman, M.R., & VanSickle-Ward, R. (2014). Making it Personal: Assessing the Impact of In-Class Exercises on Closing the Gender Gap in Political Ambition. Journal of Political Science Education, 10(1), 48-61.
Yakter, A., & Tessler, M. (2018). Understanding Multiple Perspectives: The Contribution of a Short-Essay Assignment to Teaching about the Arab–Israeli Conflict. PS: Political Science & Politics, 51(2), 434-439.
Mazur, A. (2016). Mainstreaming Gender in Political Science Courses: The Case of Comparative Public Policy. PS: Political Science & Politics, 49(3), 562-565.
Cabrera Rasmussen, A. (2014). Toward an Intersectional Political Science Pedagogy. Journal of Political Science Education, 10(1), 102-116.
DEI, G. J. S. (2016). Decolonizing the University: The Challenges and Possibilities of Inclusive Education. Socialist Studies, 11(1), 23–61.
Coysh, J. (2014). The Dominant Discourse of Human Rights Education: A Critique. Journal of Human Rights Practice, 6(1): 89–114.
Atchison, A. (2016). Bringing Women In: Gender Mainstreaming in Introduction to Political Science. PS: Political Science & Politics, 49(3), 546-549.
Clancy, K. A., and Bauer, K. (2018). Creating Student-Scholar-Activists: Discourse Instruction and Social Justice in Political Science Classrooms. New Political Science, 40(3): 542–57.
Abboud, S. (2015). Teaching the Arab World and the West … As an Arab in the West. Journal of Political Science Education, 11(2), 233-244.
Hershey, M. (2017). Bringing African Voices into the Undergraduate African Politics Classroom. PS: Political Science & Politics, 50(1), 199-203.
Taylor, M. (2016). Improving Accessibility for Students with Visual Disabilities in the Technology-Rich Classroom. PS: Political Science & Politics, 49(1), 122-127.
Wadsworth, N. (2014). Unsettling Lessons: Teaching Indigenous Politics and Settler Colonialism in Political Science. PS: Political Science & Politics, 47(3), 692-697.