Search the WAKS database for relevant experts when you are writing syllabi, planning conferences, organizing panels, selecting speakers, citing research, inviting essays and op-eds, and identifying expert sources.
Interruptrr is focused on identifying, nourishing, and unleashing female expertise – in traditionally male dominated focus areas such as banking, cyber, defense, economics, engineering, entrepreneurship, finance, investing, national security, nuclear war, science, and technology.
POCExperts.org's mission is to promote scholars of color in Political Science and serve as an amplifier for efforts to advance racial diversity and inclusion in the discipline.
African Arguments is a pan-African platform for news, investigation and opinion. We seek to analyse issues facing the continent, investigate the stories that matter, and amplify a diversity of voices.
From Bryn Mawr College: associated readings and example syllabi, together with direct student perspectives; resources (article, videos, websites) including:
Includes 88,673 readings from 65 Ph.D.-level reading lists and 840 syllabi from Ph.D.-level political science courses taught in the United States. A searchable dataset of the citations, with author gender.
Women are cited less often than men, and are also underrepresented in syllabi. Yet even well-meaning scholars may find that they have difficulty assessing how gender-balanced their bibliographies and syllabi really are. This tool aims to help with that, by automating the process of evaluating the (probabilistic) gender of each name and then providing an estimate of what percentage of the authors on a syllabus are women.
This survey tool was designed for you to examine a particular syllabus and course design to get a
broader perspective on inclusion in your actual teaching practices.
Phull, K., Ciflikli, G., & Meibauer, G. (2019). Gender and bias in the International Relations curriculum: Insights from reading lists. European Journal of International Relations, 25(2), 383-407.
Primiano, S. J., Krishnan, A., & Sangaramoorthy, T. (2020). Plagues, Pathogens, and Pedagogical Decolonization: Reflecting on the Design of a Decolonized Pandemic Syllabus. Teaching and Learning Anthropology, 3(2).
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79.
Zidani, S. (2020). Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference. Media, Culture & Society, 0163443720980922.
