Abstract

This article reflects on how the diversity discourse in an undergraduate classroom can be enhanced by paying attention to particularities such as the location and mission of the educational institution, the identity of the teacher, and the demographic profile of students. In particular, the author develops two distinctive points about teaching diversity in higher education: (a) diversity discourse in classrooms can be enhanced by deep reflections on geographical location, institutional contexts, student demographics, and the professor’s situated identities; and b) diversity conversations need to move beyond celebrating common ground. Although the article employs examples from one specific course in religious studies, the pedagogical insights and strategies offered here can be employed universally in the fields of humanities and social sciences.