Blog Post #2: Inclusive Pedagogy

Image source: https://www.thecloroxcompany.com

Since, I have come to United States and started my program, I’ve been interacting with diverse classmates who are different than me in culture, gender, color, religion, language, ability, life experience, education skills, etc. This is a completely new experience for me! I realize how America is a diverse place that is different than where I come from. Which make me understand what diversity means and how important to be cautious about communicating with different people.

From my experience, I find diversity makes us smarter since being in a group of diverse students allows us to produce better work, exchange different ideas, opinions, thoughts, even learn new languages. On the other hand, inclusion is active, intentional and ongoing engagement with these diversity in the curriculum and community. Diversity and inclusion are hot topics especially in an education setting. I understand how enhancing diversity and making the classroom inclusive is difficult.

I’ve read an article written by Florian and Black-Hawkins, its title is “Exploring Inclusive Pedagogy”, the authors examining teachers’ knowledge of their practice of “inclusion” in terms of what they do, why and how. According to Florian and Black-Hawkins (2011), there are three distinguishing terms that used under the umbrella of inclusive which are: inclusive pedagogy, inclusive education and inclusive practice. Inclusive pedagogy is a focus on “the act of teaching and its attendant discourse”. Inclusive Education is “a process of increasing participation and decreasing exclusion from the culture, community and curricula of mainstream schools”. Inclusive Practice is the thing that people do to give meaning to the concept of inclusion. Let’s concentrate on inclusive pedagogy that requires teachers to shift in teaching and learning from an approach that works for most students to one that provides rich learning opportunities that are made for everyone, so every student who is eager to learn is able to participate in classroom life (Florian & Black-Hawkins, 2011).

There are many good techniques that teachers can follow to make a classroom more inclusive. I remember one strategy that may consider as an example of classroom inclusion. Our professor in Design for learning class, asked us to fill out an online survey in the beginning of the semester focusing on our educational background, experience with instructional design, next career goals, our reasons to take this course, what would we like to have achieved in this course, who are we as learners, what are our strengths and challenges, how we do like to learn, how we do NOT like to learn, and other questions. I think this a good strategy to find out students’ competence beforehand to plan carefully for the class.

Thank you!

Reference

Florian, L., & Black‐Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.

3 Replies to “Blog Post #2: Inclusive Pedagogy”

  1. Rania,
    I can really appreciate your post. Coming for out of the country provides you with a different outlook on teaching and inclusive pedagogy than I, as an American in America, have. It gives me a new way to look at inclusive pedagogy that I would have not gotten without this class, this week’s readings, and your post. I think we all have to learn to communicate with different people, as you mentioned in your post, and by understanding and acknowledging the differences in people, I feel that it is something to strive for as teachers. I also agree with your last paragraph. That getting to know your students is a great strategy to become a more inclusive teacher and to foster a safe environment for all students to learn. Thank you for giving me another perspective on inclusive pedagogy and allowing me to see things from a different point of view.

  2. Virginia Tech Graduate students are very diverse! By all definitions of diversity, I think this is the most diverse place I have gone to school. Of course, you mentioned that diversity doesn’t lead directly to inclusiveness. We must work together to build environments where people who are diverse can find common ground. In fact, the more diverse a place is the more need there is for training and learning about inclusive pedagogy.

  3. Hi Raina,
    Thank you for your thoughtful post this week. You have the right idea about being cautious when communicating with others–I agree, that having a mindful approach will help us all to talk to each other in a way that is culturally sensitive and professional.

    You also shared about the survey you took in your Design class and I appreciated that. I have seen the survey done before, but I am always looking for new ideas to incorporate if there are gaps in my approach. I really liked what you said about asking students to tell you what they don’t like. Depending on the situation, this question might be more important than asking what they do like!

Leave a Reply to Sara Lamb Harrell Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.