https://muse.jhu.edu/journal/706 Project MUSE®: Latest articles in Transformations: The Journal of Inclusive Scholarship and Pedagogy. daily 1 2026-05-11T00:00:00-05:00 text/html en-US Vol. 25 (2014) through current issue Latest Articles: Transformations: The Journal of Inclusive Scholarship and Pedagogy TWO Project MUSE® Transformations: The Journal of Inclusive Scholarship and Pedagogy 2377-9578 1052-5017 Latest articles in Transformations: The Journal of Inclusive Scholarship and Pedagogy. Feed provided by Project MUSE® https://muse.jhu.edu/article/787148 <p></p> We wrote the introduction to the previous issue of Transformations (30.1) two months into the COVD-19 pandemic and just two days before George Floyd was murdered by police officers in Minneapolis. Since then, Black Lives Matter protests against police violence surged across the country and it seemed as if the United States might finally reckon with systemic racism, although subsequent events&#x2014;the lack of indictments for the murder of Breonna Taylor and the actions of federal agents against protestors in Portland, Oregon, and across the country are just two examples&#x2014;suggest that there is much work left to do.We have weathered a presidential election that saw Trump defeated, though as of this writing, he has refused ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Introduction 2021-04-02 text/html en-US Introduction 2021-04-02 2021 TWO Project MUSE® 10712 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787149 <p></p> Under fluorescent lights, at the end of a series of crowded and smelly hallways, you might have found me at work on a Thursday morning: talking to teenagers about privilege, race, and colonialism. I have been honored to hold the responsibility of mediating and facilitating these conversations. However, when I have spoken to students about settler colonialism, the student conversations I enabled often circled around privilege, inequality, racism, and the injustice of the residential school system in Canada. This was my mistake as a white settler educator. When settler scholars and educators Emma Battell Lowman and Adam J. Barker would discuss issues of colonialism they too &#x201C;approached these discussions as questions ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Colonial Under the Covers: A Critical Examination of the KAIROS Blanket Exercise and Its Limitations as a Decolonial Educational Tool 2021-04-02 text/html en-US Colonial Under the Covers: A Critical Examination of the KAIROS Blanket Exercise and Its Limitations as a Decolonial Educational Tool 2021-04-02 2021 TWO Project MUSE® 67166 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787150 <p></p> Fall 2019 marked a huge milestone in my career as an educator. It had been a lifelong dream of mine to teach at a university, and I was offered the opportunity to join the faculty at a state university in Georgia. I would teach graduate students, most of whom were already employed as teachers or school leaders. Shortly after receiving my offer of employment, I was excited to find that I had been selected to teach a doctoral-level course related to diversity and social justice in education. The course, entitled &#x201C;The Culturally Proficient Leader,&#x201D; was tied to theory and tightly connected to ideas around social justice. The class would consist of students pursuing their doctorate degrees in Counseling and School ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Missed Opportunities: Reflections and Regrets of a Brand-New Professor 2021-04-02 text/html en-US Missed Opportunities: Reflections and Regrets of a Brand-New Professor 2021-04-02 2021 TWO Project MUSE® 26696 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787151 <p></p> The authors worked to design courses that asked their students to question stereotypes and assumptions through the lens of inclusive pedagogy and relationship-building in virtual exchanges. Furthermore, through activities and connections among US American college students and university students in Spain and Egypt, the projects described below go a step further in providing opportunities for students to embrace transformational change through virtual learning environments. Aspects of critical pedagogy, such as real-task educational experiences, and a focus on skills like critical thinking were essential parts of these projects. As professors work to find interesting and new ways to replace cancelled study abroad ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Creating Virtual Exchanges: Promoting Intercultural Knowledge When Study Abroad Is Not Possible 2021-04-02 text/html en-US Creating Virtual Exchanges: Promoting Intercultural Knowledge When Study Abroad Is Not Possible 2021-04-02 2021 TWO Project MUSE® 60521 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787152 <p></p> During the fall of 2017, a graduate course was held at a highly diverse, urban East Coast institution of higher education. The graduate students, enrolled in the program as a cohort, were all in-service teachers in a neighboring diverse, urban K-12 school district. The course, &#x201C;Reading in the Secondary Schools,&#x201D; was the third course this cohort had taken with me. This course was not structured like a traditional lecture-style class; instead, in an effort to respond to the evolving needs of my students, I taught with a learner-centered platform. My approach represents a larger shift in classroom methodology happening across liberal arts colleges.As college classrooms become more diverse, university faculty members ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Letting Go of the Lesson Plan: Spontaneity and Flexibility in a Learner-Centered Approach to Maximize Learning in a Graduate School Setting 2021-04-02 text/html en-US Letting Go of the Lesson Plan: Spontaneity and Flexibility in a Learner-Centered Approach to Maximize Learning in a Graduate School Setting 2021-04-02 2021 TWO Project MUSE® 37220 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787153 <p></p> The first time I walked into the class, I immediately noticed the rugs and like I guess you could say the crazy looking puppets. . . . I honestly am really thankful for experiencing new things because it helped me widen my perspective in what life can be defined as when we went to the chapel and we were basically going through like music meditation, or when we all volunteered in community service.In the fall of 2018, we co-designed and co-facilitated a student-driven freshman seminar on mindfulness and meditation, weaving together inquiry-based and experiential learning to promote self-discovery and social transformation within an intentional community. In this seminar students explored different meditative ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Beyond Walls: Reconfiguring the Classroom for Active Learning 2021-04-02 text/html en-US Beyond Walls: Reconfiguring the Classroom for Active Learning 2021-04-02 2021 TWO Project MUSE® 12115 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787154 <p></p> jeffrey dessources is the director of the Center for Leadership and Engagement at our home institution, New Jersey City University. He is also the co-founder (with Lenny Williams) of Trill or Not Trill? a culturally responsive leadership institute that focuses on &#x201C;integrating unconventional audience driven and culturally relevant content into student success and professional development.&#x201D; Jeff is also a poet, spoken word artist, rapper, keynote speaker, and academic. He is the author of five books, including his latest&#x2014;co-authored with Lenny Williams&#x2014;We Wear Kicks to Work: When Pop Culture Meets Education and Leadership.We spoke with Jeff in August 2020, in the midst New Jersey&#x2019;s pandemic lockdown and Black Lives ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall Disrupt and Dismantle: Transforming Higher Education through Culturally Responsive Education 2021-04-02 text/html en-US Disrupt and Dismantle: Transforming Higher Education through Culturally Responsive Education 2021-04-02 2021 TWO Project MUSE® 26868 2026-05-11T00:00:00-05:00 2021-04-02 https://muse.jhu.edu/article/787384 <p></p> Gender and sexuality studies and the scholarship of teaching and learning are fields rich in examples of how curricula and pedagogy can deconstruct power relations in the classrooms. What is missing in this wealth of scholarship is explanations of specific methods that facilitate students&#x2019; learning of critical social theory (henceforth CST), which takes the form of feminist and queer theories in the field of gender and sexuality studies. This article describes and advocates for a philosophy and method that centers community-based learning, which is useful in any scenario, but especially so during the current global pandemic. Using a gender and sexuality studies course as a case study, I argue that a pedagogical ... <a href="https://muse.jhu.edu/article/787384">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-11T00:00:00-05:00 https://muse.jhu.edu/journal/706/image/coversmall A Pedagogy of Community: Teaching Critical Social Theory 2021-04-02 text/html en-US A Pedagogy of Community: Teaching Critical Social Theory 2021-04-02 2021 TWO Project MUSE® 54391 2026-05-11T00:00:00-05:00 2021-04-02