The Equity Center, U.Va.

The Equity Center

A UVA Democracy Initiative center for the redress of inequity through community-engaged scholarship

 

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Project Pipeline

Architectural summer camp

Local Partnerships

The Equity Center is committed to being a good neighbor to our local community

Dr. Cameron Webb Named to White House COVID-19 Response Team

Dr. Webb served as a faculty leader since the inception of the Equity Center

New directory focuses on area’s Black businesses

A project by Community Fellow-in-Residence Destinee Wright

2020 - 2021 Annual Report

Learn about our community-engaged work from the past year

Citation: Kyshia Henderson, Samuel Powers, Michele Claibourn, Jazmin L. Brown-Iannuzzi, Sophie Trawalter, "Confederate monuments and the history of lynching in the American South: An empirical examination," Proceedings of the National Academy of Sciences Oct 2021, 118 (42) e2103519118; DOI: 10.10

The UVA Center for the Redress of Inequity through Community Engaged Scholarship presents its first Annual Report, representing the work accomplished between July 2020 - June 2021.

Community Wealth Building and the Reconstruction of American Democracy

Edited by Melody C. Barnes, Co-Director of the Democracy Initiative, Dorothy Danforth Compton Professor and Professor of Practice in the Miller Center of Public Affairs, and a Distinguished Fellow in the School of Law at the University of Virginia, Corey D.B. Walker, Wake Forest Professor of the Humanities, Wake Forest University and Thad M. Williamson, Associate Professor of Leadership Studies and Philosophy, Politics, Economics and Law, University of Richmond, US

Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

Abstract: As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing.

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