What is inclusive pedagogy?

Definition of inclusive pedagogy:

Inclusive pedagogy is defined as “an approach to teaching and learning in which education professionals respond to learners’ individual differences, in order to avoid excluding certain students” (Moriña 2020, 2). Faculty members are key in creating inclusive classrooms by engaging in student-centered, inclusive education practices. Inclusive pedagogy allows to accommodate diverse groups of students, and the resulting inclusive classroom environment is constructive for the overall student body. Importantly, “developing an inclusive pedagogy is an ongoing process,” and as a result, classroom practices must be continuously adjusted (Linder et al. 2015, 190). Inclusive pedagogy involves a “shift in pedagogical thinking,” away from accommodating most learners to accommodating all learners in the classroom (Florian and Black‐Hawkins 2011, 828).

Characteristics of inclusive classrooms:

Constructive and respectful interactions are the foundation of inclusive classrooms that promote students’ participation. According to Gordon Allports’ The nature of prejudice (1954), there are four conditions that effect interactions among diverse cultural groups:

However, “more recent research has indicated that contact alone is not sufficient to improve intergroup relationships,” and there is a need “for effective programs that facilitate [students’] cross-cultural relationships,” which should be managed by instructors (Dessel 2010, 412). Indeed, faculty members are key in creating inclusion by engaging in student-centered education and developing inclusive teaching strategies. In this module, we provide two such strategies — a task exploring student identities and task using counter-narrative as a strategy — to help teachers promote inclusive classrooms. 

Works Cited

Allport, G. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley 

Florian, L. and Black‐Hawkins, K. (2011), Exploring inclusive pedagogy. British Educational Research Journal, 37: 813-828. 

Linder, Chris, Jessica C. Harris, Evette L. Allen & Bryan Hubain. (2015). Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs, Equity & Excellence in Education, 48:2, 178-194.  

Moriña, Anabel. (2020). Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching, Teaching in Higher Education, DOI: 10.1080/13562517.2020.1724938