Inclusive Teaching

Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et al., 2010).

Inclusive teaching builds upon an instructor’s basic instinct to ensure all voices are heard and that all students can participate fully in the learning process by digging deeper into why participation imbalances exist. To develop this complex climate, instructors must practice intrapersonal and interpersonal awareness, regular curriculum review, and knowledge of inclusive practices (Salazar et al., 2009).

Topics

Citations

• Ambrose, Susan A., Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman. How learning works: Seven research-based principles for smart teaching. John Wiley & Sons, 2010.
• Salazar, M., Norton, A., & Tuitt, F. (2009). Weaving promising practices for inclusive excellence into the higher education classroom. In L.B. Nilson and J.E. Miller (Eds.) To improve the academy. (pp. 208-226). Jossey-Bass.