Inclusive Pedagogy – Week 8 Guidelines
After spring break we will examine contemporary diversity issues and think about how to use inclusive pedagogy in our classrooms. Just as our learning environments are complex, so are the individuals that comprise them. Everyone has visible as well as “invisible” cultural identities, and inclusive pedagogy attends to those differences. Inclusive pedagogy seeks to engage learners in ways that are inclusive and supports environments that are attentive to diversity. It also helps prepare students to contribute productively to an increasingly complex and globalized society by helping them develop a broader understanding of domestic and global diversity issues.
So, this is a big project. And an important one. Some of us have already thought about and worked extensively in this area, some of us are just dipping our toes in, and many of us are somewhere in between. This is ok. In fact, it’s even a plus.
To prepare for seminar next week, please read the required texts.* Start with the two short selections (on the Hidden Brain and diversity in the workplace). The selections by Claude Steele and the article on Brave Spaces / Safe Spaces are longer, but you need to read them and come to class ready to talk about them and work closely with the texts. (This means you will want to be able to access whatever version of the texts you read during class next week.) As usual, you may blog about whatever resonates most with you.
*If you want more of a deep dive or are already familiar with these texts, please explore the supplemental materials on Canvas and on the supplemental page on the schedule. If there are items you think we should know about, please tweet them out to #gedivt
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