title: Human Diversity in Education: An Integrative Approach
author: Kenneth H. Cushner
description: Kenneth Cushner is Associate Dean for Student Life and Intercultural Affairs, and Professor of Education and in the College and Graduate School of Education at Kent State University. He received his doctorate at the University of Hawaii while on scholarship with the Institute of Culture and Communication of the East-West Center. Dr. Cushner is a frequent contributor to the professional development of educators and other professionals through workshops, writing, consulting, and travel programs. Among his publications, he is co-author of Intercultural Interactions: A Practical Guide, 2/e (Sage Publications, 1996); co-editor of Improving Intercultural Interactions, Vol. 2 (Sage Pub, 1997); editor of International Perspectives on Intercultural Education (Lawrence Erlbaum Associates, 1998), and author of Human Diversity in Action (McGraw-Hill, 1999). He has taught in schools or developed educational programs for teachers and youths on all seven continents, and is current Director of COSTThe Consortium for Overseas Student Teaching.
zlib_text: 1044
  Review of Educational Research 
  June 2009, Vol. 79, No. 2, pp. 1044–1083
  DOI: 10.3102/0034654309332560
  © 2009 AERA. http://rer.aera.net
  Diversity: Gatekeeping 
  Knowledge and Maintaining Inequalities
  Ellen Swartz
  Nazareth College
  Diversity is a highly popular and oft-used term and concept in K-12 and 
  higher education. This literature review examines the dominant discourse on 
  diversity—a discourse that positions difference as deficit. Although tradi-
  tional schooling has been resistant to system-wide change, this review will 
  also consider research showing teachers as well positioned to make emanci-
  patory choices—critically engaging in and demonstrating values and class-
  room practices that can counteract the limited knowledge and normative 
  practices so common in schools today. This review concludes with a discus-
  sion of an emancipatory model of education that educators can build on as 
  part of a paradigm shift grounded in the Black Studies intellectual tradition. 
  This model r