Inclusive Teaching
Topic of this module:
Each classroom is diverse in some ways – students come from various socio-economic background, may affiliate with different religions or none at all, live in rural or urban areas, have conservative or liberal upbringing, or differences between students may be rooted in various other reasons. Recognizing the multiple aspects of diversity present in the classroom necessitates teachers to reduce instances of prejudice, as well as create a welcoming environment and an inclusive learning climate for all students. Studies have demonstrated that addressing and eradicating prejudice from classrooms in fact improves academic achievements (e.g., McKown 2005).
Being sensitive to the diversity of students also requires the examination of educational content. For instance, an international study examined civic education, and revealed “a bias for White European males in textbooks and a lack of attention to diversity within ethnic groups” (Dessel 2010, 411). Recognizing these biases are critical to not only creating inclusive and respectful discourse, but it also fosters critical thinking. In turn, constructive and respectful interactions are the foundation of inclusive classrooms that promote students’ participation.
Objectives of this module:
Recent research 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). This module provides
- class exercises and classroom strategies to address bias and promote diversity among students, and
- case studies to illustrate challenges and possible solutions associated with diversity in classrooms.
Works cited:
Allport, G. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley
Dessel A. (2010). Prejudice in Schools: Promotion of an Inclusive Culture and Climate. Education and Urban Society, 42:4, 407-429.
McKown, C. (2005). Applying ecological theory to advance the science and practice of school-based prejudice reduction interventions. Educational Psychologist, 40, 177-189.
