What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching

ISBN-10: 1642671932
ISBN-13: 9781642671933
Series: What Inclusive Instructors Do
Category: Education
Pages: 264
Language: English
Published: 2021-04
Publisher: Stylus Publishing (VA)
Authors: Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell

Description

Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves. It works to disrupt traditional notions of whosucceeds in the classroom and the systemic inequities inherent in traditionaleducational practices.-- Full-time Academic Professional, Doctorate-granting University, Education This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into athematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors' voices ring loudlyas the authors draw on their responses, building on their experiences andexpertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach. Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge. The book unfolds as an informal journey that allows the reader to see into other teachers' practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices. By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise. The bookwill also appeal to educational developers and staff who support instructors intheir inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.