Teaching Tolerance in Higher Education

Kate Shuster

Note: The research reflected in this report was conducted under Learning for Justice’s former name, Teaching Tolerance.

This report presents the findings of 13 case studies and interviews with university faculty demonstrating how Teaching Tolerance resources can be constructively incorporated into existing coursework across the teacher education curriculum. Taken as a whole, the studies and interviews in this report can serve as models or road maps for faculty interested in using Teaching Tolerance in their work with pre-service educators.

Participating faculty teach in colleges and universities in eight states: California, Colorado, Connecticut, Hawai’i, Idaho, Kansas, Maine and New York—states with very different credentialing requirements and student populations. Although each faculty member took a different approach when integrating Teaching Tolerance materials into their courses, some larger conclusions can be drawn from the results:

  • Teaching Tolerance materials are valuable additions to introductory and core classes (such as Foundations of Education) and subject-specific methods courses.
  • Teaching Tolerance materials are integral to coursework promoting diversity, inclusion and culturally responsive and sustaining pedagogy.
  • While Teaching Tolerance materials have traditionally been used to complement the primary texts of a course, they can also serve as foundational resources around which courses can be designed.

Both the range of resources available and the collaborative potential of our interactive website make TT a natural fit for education courses.





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