This guide introduces a few pedagogies you can adopt into your inclusive teaching practice. They can help facilitate connections and conversations leading to inclusive and equitable learning — but this is not an exhaustive list.
Anti-Racist Pedagogy
Incorporating anti-racist pedagogy at the classroom level begins with examining one’s pedagogy and curriculum to implement change. This could involve understanding how inequitable education structures impact students differently, reevaluating assumptions we may make about students’ backgrounds, inviting a colleague to review syllabi or other course materials to identify where bias might impact curriculum and organization, meaningfully incorporating the work and voices of minoritized scholars, and incorporating high impact learning practices that create the foundations for a collective exploration of historical, social, and cultural biases in the field of study.
→ In Practice
→ Further Reading: In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom
Student Voice
Student voice “aims to signal not only the literal sound of students’ words as they inform educational planning, research, and reform, but also the collective contribution of diverse students’ presence, participation, and power in those processes” (Bovill et al., 2011, pp. 2–3). Notably, student voice work is shared decision-making between students and faculty that involves value, agency, and action for students and aims to be transformative for both students and faculty.
→ In Practice
→ Further Reading: Co-creation in Learning and Teaching: The Case for a Whole-Class Approach
Trauma-Informed Pedagogy
Originating in neuroscience, trauma-informed pedagogy acknowledges and attempts to mitigate the trauma’s impact on learning. While trauma affects each individual differently, it’s likely to impact cognitive functions such as memory, emotional regulation, stamina, and focus. Strategies within this framework include a focus on community, relationships, routine, and flexibility.
→ In Practice
→ Further Reading: What Does Trauma-Informed Teaching Look Like?