1. allis96
    September 28, 2020 @ 3:03 am

    I definitely agree with you about having a lot to learn. You mentioned some disciplines being much more technical than others, and now that I am more aware of the cultural and background differences that may make learning that much harder in those fields, I am now in the phase of thinking about what to do in response. I am in the field of biology, which while sometimes not as technical as other fields, still tends to be fairly jargon-y especially in the upper levels. Beyond ensuring that I’m teaching from research and materials that aren’t only based on white males, I’m unsure of how to fully account for cultural differences in my day to day teaching, and that is something that I wish to improve on now and in the future!

  2. Reem
    September 28, 2020 @ 1:07 pm

    Thank you for the post Kaleigh! I agree with what you said, and the sentence you cited about inserting education in culture resonated with me too. We often tend to neglect the need to teach students utilizing their cultures, something they are more familiar with and can better refer to. Since we are both in the field of engineering, I totally understand what you mean by our field being technical that we often don’t really pay attention to inclusive pedagogy. Personally, I vaguely remember very few references said in our classrooms that I could not relate with, but I think this is more prone to happen in other fields. I think it is really important that this class sheds light on such incidents so that future American professors will better acknowledge that in their classrooms!

  3. Daniel Linares
    September 28, 2020 @ 8:04 pm

    I am also in engineering and as you have mentioned, it is difficult to see the need for inclusion of cultural diversities into the classrooms. One aspect that I have found critical is the stereotypes based on different ethnicities. I think inclusive pedagogy might be to forget about these stereotypes and think about every student as the same and listen to them and find ways to support their learning.

  4. Emma Baumgardner
    September 29, 2020 @ 2:09 am

    I was also struck by the statement of “insert culture into the education, instead of inserting education into the culture”. What a simple, yet profound statement! I really enjoyed the example of the teacher having students bringing in examples of their favorite songs to help increase their understanding of poetry. I think we often times think of this as teachers ‘going above and beyond’, but I am curious to see if as more and more educators learn about inclusive and culturally relevant teaching if these strategies will begin to be viewed as the norm rather than an extra step? At the end of the day, all educators have the goal of increasing students’ understanding. Here’s to doing that in a way that is accessible to all students!

  5. Malle R Schilling
    September 29, 2020 @ 2:25 pm

    Kaleigh– thank you for your thoughtful post! I’ve similarly been thinking about how culturally relevant pedagogy can be put in the engineering classroom. I know in highly technical fields, the equations and theories are what they are and they must be used, there’s no doubt about that. I think an interesting thing to consider is even what knowledge is welcome in the classroom. If a student brings in an example from home or from their community related to some engineering concept, how does the instructor respond? I’ve heard some instructors completely knock someone down, even though what the student was talking about was relevant and actually a better example than what the professor gave because it was something with which we were all familiar. I think a big part of inclusive pedagogy, as you pointed out from Ladson-Billings, is that the knowledge, experiences, families and communities should be recognized and valued as an important part of a student’s education.

  6. Sara Lamb Harrell
    October 1, 2020 @ 8:22 pm

    Hi Kaleigh,
    Thanks for your post this week. You are asking important questions about how to bring inclusive practices to the classroom. One thing that might help (across all disciplines) is, like you said, to show students that their identities matter.

    One way to do this is to introduce students to the work of scholars who represent different minority groups. One way to show students you care is to include a photograph of the scholar (if it exists) and describe their background, even if it is just as simple as where they went to school and a brief about their work. This demonstrates 3 things: 1. that you care about who your students study, 2. that diverse backgrounds matter, 3. that representation matters. This practice helps to create a human/empathic connection for your students to the scholars in your discipline and with you as the instructor.

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