Teaching, Learning and Intersecting Identities in Higher Education

The impetus for this collection of 12 articles is the view of editors Pliner (education, Hobart and William Smith Colleges) and Banks (Dean of the College, Mount Holyoke College) that "institutions of higher education must pay attention to the ways intersecting identities and inequitable structures of privilege and disadvantage enter all educational settings regardless of unique disciplinary perspectives." Representing a diversity of disciplines and approaches to the topic, contributors explore pedagogical practices for including intersectionality in their teaching and reflect on how intersectionality influences student learning and teacher-student relationship. Annotation c2013 Book News, Inc., Portland, OR (booknews.com)

Susan M. Pliner, Associate Dean for Teaching, Learning, and Assessment and Assistant Professor of Education at Hobart and William Smith Colleges, received her EdD in Human Development from the University of Massachusetts at Amherst. Pliner draws on social justice education and disability studies in her scholarship and teaching.
Cerri A. Banks, Vice President for Student Affairs and Dean of the College at Mount Holyoke College received her PhD from Syracuse University. She specializes in cultural studies and qualitative research. Banks draws from feminist and critical race theories in her book Black Women Undergraduates, Cultural Capital and College Success.