Topical Readings 2. Welcome to my blog post on DEI and PP readings

 

Topical Readings Blog post (at least two articles)

I will be writing following the prompts below for clarification.  My second topical reading is on three articles in these areas of my interest.

Prompts:

  summary of each article

§     Assessment of the article

    Open questions or concerns you have after reading the article

§   How these articles will inform my thinking about my topic/area of interest

 

Article one: Diversity, Equity, Inclusion, and Accessibility in Recent Public Administration Research: A Systematic Review of the Literature Since George Floyd. By Yeo, J., & Jeon, S. H.

Summary:  article one above systematically reviews the recent literature on diversity, equity, inclusion, and accessibility (DEIA) in public administration, especially following the events surrounding George Floyd's death in May 2020, that have influenced the discourse on diversity, equity, inclusion, and accessibility (DEIA) within public administration. The authors identified 109 articles related to DEIA issues in public administration journals.

Are you surprised it is an article on public administration and not on education or classroom settings? Don’t worry!!? It was great I looked through it because the article was so clear as it emphasizes the distinction between key DEI concepts:

Diversity relates to the presence of diverse identities in organizations.

Equity focuses on fairness and justice in correcting systemic imbalances.

Inclusion extends beyond diversity by valuing and integrating diverse voices in decision-making processes.

Assessment:  In my assessment, the article is highly reliable because it synthesizes recent academic and policy research Moreover, its publication in a peer-reviewed journal strengthens its credibility as well, but then it primarily focuses on administrative settings, which may limit its direct applicability to other contexts or settings. (Overall, it was useful because education/school is a social institution that survives through rich policies). My concern is in the practical implementation of DEI in Educational settings, especially at the managerial or administrative level where policies begin. As an educator, I understand that until we get it right at the managerial or administrative level, grassroots or say classroom implementation will also suffer. Let us see this Scenario: highlighting metaphors like Verna Myers' obviously, equitable policies arise when diversity and inclusion work together. For instance, diversity is being invited to the party; inclusion is being asked to dance.!! While diversity can be mandated, inclusion requires intentional, voluntary efforts. So, can inclusion be mandated or forced? This is my question or concern. What are my Informed thoughts or thoughts from this article?  The article generally provides a solid foundation for understanding the interconnectedness of diversity, equity, and inclusion, offering valuable insights for developing DEI-focused curricula and policies in public administration I have used the same lens to view these DEI policies in educational management and so for educators and policymakers, the importance of creating inclusive curricula where students feel seen and valued, rather than being passive participants is key.

 

Article two: Handbook of Public Pedagogy: Education and Learning Beyond Schooling by

Sandlin, Schultz, & Burdick.

Summary: This article is from a handbook that explores the concepts and practices of public pedagogy, offering insights into educational practices beyond traditional classroom settings. The handbook brings together scholars, public intellectuals, and activists to map the terrain of public pedagogy, in a way, it encourages educators, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy, it also teaches how the public might operate as a pedagogical agent. My overall assessment is logical to think about teaching and learning beyond the conventional methods, here, it considers how public spaces and cultural practices can serve as education centers.  pointing out the significant implications it has on social justice, equity, and inclusion. Moreso, the article is scholarly, peer-reviewed, and grounded in case studies and theoretical frameworks, my concern is on how public pedagogy can be consistently measured for its effectiveness in achieving equity and inclusion goals. Nevertheless, this article will constantly inform my thinking and understanding of how public pedagogy extends beyond
classrooms, reinforcing the idea that education is an ongoing process shaped by societal forces.

Article Three: Public Pedagogy: Mappings and Culture by Henry A. Giroux

Summary: In this article, the author discussed the concept of public pedagogy and its role in shaping cultural and social practices. He extended pedagogy into cultural and political realms, emphasizing how institutions, media, and social practices shape identities and public understanding. The importance was also highlighted, for example, the article stated that PP has the potential to empower individuals and communities by fostering critical consciousness and active citizenship in them. Assessment Giroux's work is highly regarded in cultural studies and critical pedagogy. I can say that the article can be reliable for understanding the intersections of culture, and intercultural studies more and its pedagogy. My Concern is whether it is possible or if there are practical strategies for translating cultural politics into pedagogical practices in community settings. This article has informed my thinking about my topic/area of interest towards highlighting the relevance of integrating cultural literacy into public pedagogy, especially in promoting equity and inclusion.

Synthesis of the Three Articles.

Diversity, equity, and inclusion (DEI) are central themes that are the commonalities in the three articles. The articles highlight the place of critical reflection in addressing societal inequities. For instance, the concept of Social Justice, DEI, remains a commitment or a driving force regardless of where it is to be applied, (public administration, community, or in school).  Nonetheless, a contrast exists methodologically, while the first article uses a systematic literature review, articles 2 and 3 adopt case studies and theoretical frameworks.

Conclusion

 Yeo, J., & Jeon, center on public administration, analyzing how DEI principles have been integrated into research and practice post-George Floyd. Its focus is systemic, targeting institutional reforms. Sandlin et al.’s focus includes various cultural texts and practices that influence how individuals understand and engage with the world. while Giroux’s emphasis is on cultural dynamics. However, the three articles all recognize the interplay of cultural, political, and social forces in shaping educational outcomes, stressing the importance of addressing systemic inequities. My focus and interest in DEI and public pedagogy and the integration of these perspectives could inform a holistic approach, blending theory, practice, as well as policy to design inclusive educational interventions.

It is okay that we identify and understand what intersectionality implies and how everyone from all works of life sees how it cuts across our knowledge, while we reflect on practical ways to understand the dynamics. In the overall how do you promote DEI?

Giroux, H. A. (2006). Public Pedagogy: Mappings and Culture. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of Public Pedagogy: Education and Learning Beyond Schooling (pp. 45-60). Routledge.

Sandlin, J. A., Schultz, B. D., & Burdick, J. (Eds.). (2009). Handbook of Public Pedagogy: Education and Learning Beyond Schooling. Routledge. https://doi.org/10.4324/978020386368

Yeo, J., & Jeon, S. H. (2023). Diversity, Equity, Inclusion, and Accessibility in Recent Public Administration Research: A Systematic Review of the Literature Since George Floyd. Journal of Policy Studies, 38(2), 33-54.