Chapter 1 Introduction: Difference, Power and Discrimination (DPD), Social Justice and Curricular Reform Part 2 Overview Chapter 3 Chapter 1: A History of Difference, Power, and Discrimination at Oregon State University Part 4 Rationale and Need Chapter 5 Chapter 2: Course Rationale, Criteria, and Design Chapter 6 Chapter 3: Difference, Power, and Discrimination: Role in the OSU Baccalaureate Core Part 7 Faculty Development: The DPD Faculty Seminar Chapter 8 Chapter 4: The DPD Seminar: A Pedagogical Model for Negotiating Difference Chapter 9 Chapter 5: Teaching Teachers to Transgress: Facilitating the DPD Seminar Part 10 Pedagogy, Curriculum Development, and Curriculum Transformation Chapter 11 Chapter 6: Challenges and Rewards of Teaching DPD in a Science Curriculum Chapter 12 Chapter 7: Writing-to-Learn and Writing for Change Chapter 13 Chapter 8: Difference, Power, and Discrimination in Engineering Education Chapter 14 Chapter 9: DPD and Graduate Education: Earning an Advanced Degree in a Fragmented Curriculum Chapter 15 Chapter 10: Transcending "Just Another Baccalaureate Requirement": Operationalizing the Teachings of Difference, Power and Discrimination Part 16 Institutional Strategies Chapter 17 Chapter 11: Applying DPD at Other Institutions: An Incremental Additive Approach Chapter 18 Chapter 12: Difference, Power, and Responsibility at Chemeketa Community College Chapter 19 Chapter 13: Creating, Sustaining, and Transforming Difference, Power and Discrimination Programs
Jun Xing is the Director of the Difference, Power, and Discrimination Program at Oregon State University and a professor in the Department of Ethnic Studies. Judith L. Li is Associate Professor in the Department of Fisheries and Wildlife at Oregon State University. Larry D. Roper is Vice Provost for Student Affairs and Professor of Ethnic Studies at Oregon State University. Susan M. Shaw is Associate Professor and Director of Women's Studies at Oregon State University.
Overall, I think that the book was well written and provided much
important information that other institutions could use to help in
developing or refining the courses they are currently teaching. The
most distinctive contribution of this book was its description of
the reason for developing the program and how it has been sustained
for several years.
*The Review of Higher Education*
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