Diversity is a fact, inclusion in an act. - Zabeen Hijri
Inclusive Pedagogy is defined by this guide as an instructional pedagogy concerned with making learning materials and teaching methods accessible to as many students as possible by considering a range of diverse student identities, including race, gender, sexuality, and abilities and centering these diverse identities in developing educational practices.
The ACRL Instructional Section summarized the history and evolution of Inclusive Pedagogy 5 Things You Should Read About... Inclusive Pedagogy:
“Inclusive education” as a term was first discussed in primary and secondary education of the 1980s as part of disability justice advocacy and the desire for students with disabilities to have access to mainstream educational opportunities and resources (Kozleski and Yu 2016). This thinking was later expanded to all forms of human diversity with the view that all learners should have opportunities to participate in education, focusing particularly on areas where learners are marginalized by race, gender, class, ability, socioeconomic status, and sexuality. Additional uses and meanings of the term have since emerged (Kozleski and Yu 2016). In higher education, the term “inclusive pedagogy” was brought into use by Professor Frank Tuitt in 2003, and is compatible with a family of pedagogies such as critical pedagogy, engaged pedagogy, feminist pedagogy, liberatory pedagogy, open pedagogy, humanizing pedagogy, and Universal Design for Learning, among others. Inclusive pedagogy in higher education draws on work by Paulo Freire, bell hooks, Henry Giroux, and Peter McLaren. Tuitt conceived of five components to inclusive pedagogy: 1) faculty-student interaction, 2) sharing power, 3) dialogical professor-student interaction, 4) activation of student voice, and 5) utilization of personal narratives (2003). Inclusive pedagogy in information literacy and library instruction is tied to questioning and dismantling dominant knowledge systems that have long excluded and marginalized certain learners.
(S. Bluemle, A. Petrovich, L. Roberts, L. Ross, and R. Wishkoski, 2020)
Here's how some universities are defining and describing their inclusive pedagogy policies and practices:
Does your institution state their support of inclusive pedagogy?
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