Luvell Anderson and Verena Erlenbusch have a really useful article, “Modeling Inclusive Pedagogy: Five Approaches,” appearing in the Journal of Social Philosophy. In it, they canvass five conceptually distinct approaches to making syllabi, and thereby course content, more diverse. Their taxonomy of approaches clarifies the advantages and disadvantages of each, but also illuminates the metaphilosophical aspects of diversifying courses. E.g., are diverse practitioners principally being employed as critics of the standard fare and approaches? Is the conceptual architecture itself reflective of diverse philosophical concerns or are diverse voices being brought to bear on a traditional core set of questions?
The essay as a whole does much to clarify what sorts of embedded assumptions or concerns can render diversifying a syllabus challenging. Anderson and Erlenbusch don’t provide any quick or easy resolution to these challenges, but that’s sort of the point. This is one of those cases where simply mapping out the landscape of possibilities and naming the rough terrain in each helps a lot. Do check it out!