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Abstract

This introductory editors' note presents a brief history and statement of aims of the New England Center for Inclusive Teaching (NECIT), the Center for the Improvement of Teaching (CIT), and the overlap of the interests and contributions of the above with those of the mission of Human Architecture: Journal of the Sociology of Self-Knowledge and its annual Teaching Transformations series. The editors note that the first seven studies in the present issue were gathered through the conference activities of NECIT while the second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston. The journal editor and issue co-editors of this NECIT/CIT issue of Human Architecture sincerely appreciate the efforts made by the authors to share their work and findings with readers across New England, the nation, and (thanks to the internet) to a global audience of caring individuals, on- and off-campus, who have a common interest in advancing teaching and learning practices that transform the self and the world in favor of more just, inclusive, and participatory outcomes.

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