Workshop on Inclusive Pedagogy
The goal of this workshop is three-fold:
"Inclusive pedagogy" may call to mind the UW System's attention to "Inclusive Excellence." Worth noting is that both concepts define "diversity" inclusively, encompassing "individual differences (e.g. personality, learning styles, and life experiences) and group/social differences (e.g. race/ethnicity, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning." Research on student learning shows that while nost students struggle to transition into college, students of less privileged and more marginal backgrounds face even greater challenges as they enter what they can perceive to be an unwelcoming or even hostile environment (Carter, Locks, Winkle-Wagner, & Pineda, 2006; Kalsner & Pistole, 2003).
Inclusive classrooms are environments created by instructors and students in which everyone feels safe, supported, and encouraged to express their views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individuals' experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Inclusive pedagogy, then, means using a variety of teaching methods in order to facilitate the academic achievement of all students.
Ultimately, inclusive pedagogy is important because it allows for equitable access to understanding and learning for all students.
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