Getting to know inclusive pedagogy

Inclusive pedagogical strategies encompass more than the surface-level aspects of diversity. Instead of checking off boxes or addressing different identities, they function by design as foundational and broad teaching principles. It is important to note that achieving inclusivity is not a final destination. As social contexts shape the instructor, the learner, and the learning environment, the meaning of inclusion will always change in every classroom and across time and space.

Rather than treating inclusion as a step-by-step process applicable to any teaching context or as a response to accommodation requests and access needs that arise, inclusive pedagogy challenges instructors to consider who they might be unintentionally excluding through the course design and their teaching approach.

By planning course designs and classroom instruction that works for a wide range of students, inclusive pedagogy prompts instructors to use methods that ensure the inclusion of all students in classroom learning.

Inclusive pedagogy draws on some of the central tenets of Adult Learning Theory (Kyei-Blankson et al., 2019):

• The adult learner comes into the classroom with a pre-existing base of knowledge and life experiences that inherently structure their learning;

• The adult learner self-selects and pursues learning that is directed by their interests, wants, and needs; and

• The adult learner can be taught and learn from instructors, mentors, community members, and fellow students.

Implications for teaching and learning

Inclusive pedagogy has numerous implications for teaching and learning. 

Rethink student learning and development

The traditional view of student learning suggests that learning and success are solely the responsibility of the student and their motivation toward academic excellence. This perspective overlooks the importance of the learning environment, teaching methods, and students' diverse experiences, abilities, and backgrounds that shape both learning and pedagogy. When we only consider a course's prerequisites as a marker of who students are, we limit our understanding of effective teaching. Highlighting a student's course experience subverts the idea of learning as about the individual or as a story of success or failure. Instead, the question of pedagogy should be: who might this practice exclude (Sathy & Hogan, 2022).

Not every student has the same learning experience, journey, ability, or opportunity

It is essential to acknowledge that our students come from diverse backgrounds and have different experiences, often tied to their social identities such as race, gender, sexual orientation, and nationality. These identities shape their understanding of the world, their interactions with it, and how others perceive them (Ambrose et al., 2010). Instructors also bring their own diverse experiences and identities into the classroom, which may vary in meaning, value, and visibility depending on the composition of the class and the role they play within it. As instructors, it is crucial to be aware of how this shapes the way students learn, engage with course content, and relate with one another. Inclusive pedagogies, by design, help instructors be proactive and adaptive to this diversity in the classroom.

All academic disciplines can employ inclusive practices

Inclusive pedagogy goes beyond courses that address social diversity or are part of certain faculties. While the implementation of inclusive pedagogy may vary across disciplines and levels of education, the importance and relevance of inclusion remain constant, as student diversity is a reality across all areas of study.

Place students at the center of pedagogical decisions

The banking model of education (Freire, 1970) suggests that instructors lecture and students listen, focusing on learning as memorization. In contrast, inclusive pedagogies aim to give all students a voice and agency, emphasizing learning as a process of developing knowledge and practice. It is crucial for instructors to recognize that students bring their perspectives, skills, experiences, etc., and these can vary considerably among students in a given class. Inclusive pedagogical strategies embrace this diversity and ensure that all students can progress and succeed.

Inclusive instruction is a mindset: how you view teaching and learning, practice, and how you teach your students. 

Recognize barriers to student learning

Attributing a student's difficulties to their lack of qualifications, knowledge, drive, or study habits is common. This approach adopts a deficit model (Valencia, 1997), which blames the student for their challenges and assumes that their academic success hinges on trying harder or selecting less challenging courses. Inverting the tendency to perceive a student's challenges in a course as an individualized problem is crucial. Focusing on the student overlooks the broader social context and conditions that shape their learning experience.

Instructors should consider course design, delivery, and environmental factors to address this issue. By doing so, they can determine whether a student requires academic support or if their needs cannot be met solely by academic support. Acknowledging context encourages instructors to examine course content and pedagogical strategies at the instructor level and within the discipline. This approach opens up a new set of questions for instructors, such as the relevance of course materials to student needs and how students engage with and express learning (Waitoller & Thorius, 2016).

It is equally essential to think about systemic barriers in knowledge production. For example, the designation of what is considered valid and canonical knowledge. Examining these barriers can challenge the cultural and educational assumptions that shape classroom learning. This mindset allows us to reimagine pedagogy and establish new practices that promote inclusivity.

Acknowledge pedagogy is personal

One challenge is recognizing that an instructor's learning experience affects how they teach. For example, how they learned and their instructors' methods can influence ideas of effective teaching. But it is crucial to understand that there are multiple ways to teach, and the interplay of an instructor's individual experience and beliefs about teaching and learning shape these methods. While instructors may not always have control over the course content, they can choose how they teach and employ strategies that promote inclusivity.

Reflect on practice

Thinking concretely about approaches to pedagogy can be a helpful way for instructors to understand more about their teaching practices. Here are some questions to reflect on.

What assumptions have I made about my place in the classroom?

• My authority: How do I use, express, and enforce my role in the classroom? Do I believe my authority is unquestionable, or do I encourage a more collaborative and participatory learning environment?

• My neutrality: Do I believe I should remain neutral and unbiased in my teaching, or do I acknowledge that my perspectives and biases may influence the learning experience? How do I navigate these biases and ensure a fair and inclusive learning environment?

• My responsibility: Do I believe that my primary responsibility is to deliver content and assess students' understanding? Do I also see myself as responsible for fostering critical thinking, personal growth, and a supportive environment? How do I balance these responsibilities?

How can I design this course to meet the unique need of my students?

• Academic background: What concepts, hard skills, soft skills and behaviour do I presume students come into the classroom with?

• Learning ability: How do I presume students grasp the content and express their learning?

• Cultural background: How do I feel students should behave in class, engage with the content, and express themselves?

While this is not an exhaustive list of reflections, it can serve as a valuable tool for instructors to establish their course learning objectives and expectations of students. It can also help identify ways to provide support to students who encounter obstacles in the classroom.

Teaching that is responsive and adaptive to student learning is a continuous process. This process involves assessing and adjusting instructional strategies before, during, and after a course. By regularly evaluating if students met learning goals, identifying successful teaching strategies, and considering potential changes for the future, instructors can improve their practice and create a more inclusive learning environment.

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