The current interest in diversity, equity, inclusion, and belonging (DEIB) in higher education emerges from a reality that higher education now serves an increasing diversity of college students. An increasingly diverse student body brings to campuses various backgrounds, linguistic variations, political and religious affiliations, and sexual orientations; therefore, colleges and universities have been prompted to select content, assessment measures, and instructional strategies to not only welcome and support diversity, but to also position students’ diverse backgrounds as assets in the classrooms.

This edited volume seeks to put theory into practice by inviting contributions by scholars who aim to transform the higher education classroom through equitable classroom practices premised on culturally sustaining pedagogy. Contributors to the edited volume are faculty in higher education who depict change in instruction that fosters a more inclusive and equitable learning environment. Seeking to create an understanding of how we can more fully humanize our students within historically dehumanizing institutions, we invite readers to consider equitable teaching practices through a variety of lenses. Under the canopy of access, connectedness, and belonging, this volume features initiatives that will hopefully inspire change in higher education.

Francisco Ceric is a Research Professor at the Faculty of Psychology at the Universidad del Desarrollo, Santiago de Chile. He is currently Head of the Affective Neuroscience Laboratory, of the Faculty of Psychology of the Universidad del Desarrollo and President of the Institutional Research Ethics Committee (CEEII). He is the author of numerous publications in the line of cognition and emotions from a neuroscientific perspective.



Juan David Quiceno has a Doctor in Philosophy from the University of Navarra. He has a master's degree in philosophy from the San Antonio Catholic University of Murcia. Philosopher and Theologian from the Gregorian University of Rome. He is a professor of philosophical anthropology at the Universidad Católica San Pablo (Arequipa, Peru), where serves too as undergraduate coordinator of the Humanities Department. He is editor of the magazine Persona y Cultura. Author of the book: Narrative identity according to Paul Ricoeur. Towards a hermeneutics of the human person.



María del Carmen Tejada has a degree in psychology from the San Pablo Catholic University. She has a master's degree in science with a major in clinical-educational, child and adolescent psychology from the National University of San Agustín (Arequipa, Peru) and a Master's degree in Developmental Sciences and Psychopathology from the Universidad del Desarrollo of Santiago de Chile. Her research area focuses on affective neuroscience, prosocial decision making, and antisocial behaviors. She is currently a PhD candidate. She in Developmental Sciences and Psychopathology at the Development University of Santiago de Chile.



Pablo Fossa is Director of the Cognition & Culture Laboratory (C&C Lab) of Instituto de Bienestar Socioemocional (IBEM) at the Faculty of Psychology, Universidad del Desarrollo, Chile. He received a PhD degree in Psychology from the Pontifical Catholic University of Chile. His doctoral thesis dealt with the expressive dimension of inner language in human experience. He did a postdoctoral fellowship financed by the National Commission for Scientific and Technological Research (CONICYT) of Chile, with a research project on thought trajectories from a microgenetic orientation. His lines of research are related to Cognition, Cultural Psychology and Phenomenology. He is the editor of the book Latin American Advances in Subjectivity and Development: Through Vygotsky Route (Springer, 2021), New Perspectives on Inner Speech (Springer, 2022), Inner Speech, Culture & Education (Springer, 2022), Affectivity & Learning (Springer, 2023) and Collected Papers on Inner Speech (IAP, 2024). Currently, he is PhD candidate in Philosophy at the University of Navarra, Spain.