1 inclusive pedagogy: transformative teaching & learning by paul c. gorski university of...

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Inclusive Pedagogy: Transformative Teaching &

Learning

By Paul C. Gorski

University of Wisconsin-Superior

August 2009

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I. What We I. What We Think Think We We KnowKnow

The The Who Said It? Who Said It? Quiz...Quiz...

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I. Introduction: Who I. Introduction: Who We AreWe Are

1.1. Who is in the room?Who is in the room?

2.2. My background and lensesMy background and lenses

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I. Introduction: AgendaI. Introduction: Agenda

1.1. Introductory Blabber (in Introductory Blabber (in progress)progress)

2.2. Starting Assumptions Starting Assumptions

3.3. Morning CalisthenicsMorning Calisthenics

4.4. Conceptualizing Equitable Conceptualizing Equitable EducationEducation

5.5. Dimensions of Equity in a Dimensions of Equity in a Learning EnvironmentLearning Environment

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I. Introduction: Agenda I. Introduction: Agenda Cont’dCont’d

6. Scenarios6. Scenarios

7. Tips and Techniques for Practice7. Tips and Techniques for Practice

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I. Introduction: Primary I. Introduction: Primary ArgumentsArguments

1.1. Inclusive pedagogy, at its heart, Inclusive pedagogy, at its heart, is about creating equitable and is about creating equitable and just learning environments just learning environments

2.2. It is about curriculum, and it’s It is about curriculum, and it’s about more than curriculumabout more than curriculum

3.3. Being an inclusive educator Being an inclusive educator involves shifts of consciousness involves shifts of consciousness that inform shifts in practicethat inform shifts in practice

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I. Introduction: I. Introduction: ObjectivesObjectives

1.1. Develop deep understanding of Develop deep understanding of the process of creating an the process of creating an inclusive (equitable) learning inclusive (equitable) learning environmentenvironment

2.2. Connect curriculum development Connect curriculum development to pedagogy, classroom climate, to pedagogy, classroom climate, and context for a broad vision of and context for a broad vision of “equitable learning environment”“equitable learning environment”

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I. Introduction: I. Introduction: Warning!!!Warning!!!

I do not have any of the following:I do not have any of the following: ““The” multicultural curriculum The” multicultural curriculum

formula or workbook,formula or workbook, A tidy set of activities for you to A tidy set of activities for you to

implement in your classroom implement in your classroom tomorrow, ortomorrow, or

A single book or video that will A single book or video that will make any class “multicultural”make any class “multicultural”

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I. Introduction: I. Introduction: However…However…

I do have all of the following:I do have all of the following: A framework for thinking complexly A framework for thinking complexly

and critically about educational equity,and critically about educational equity, Strategies for creating equitable Strategies for creating equitable

learning environments based on learning environments based on your your curricular and pedagogical expertise, curricular and pedagogical expertise, andand

Some difficult, sometimes even Some difficult, sometimes even uncomfortable, questions about what uncomfortable, questions about what isis and what and what could becould be in higher in higher education.education.

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I. IntroductionI. Introduction

You will get the most out of this You will get the most out of this workshop if you:workshop if you:

allow yourself to be challenged;allow yourself to be challenged; react openly to cognitive react openly to cognitive

dissonance;dissonance; acknowledge your own great acknowledge your own great

expertise; andexpertise; and acknowledge your need for even acknowledge your need for even

greater expertise.greater expertise.

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II. Starting Assumptions

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II. Starting Assumption #1

□All students deserve the best possible education, regardless of:□Socioeconomic status or class□Gender□Religion□Citizenship status□(Dis)ability□Race or ethnicity□Sexual Orientation□Etc.

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□Educational equity is deeper than simple curricular content□Pedagogy□Assessment□Classroom/School Climate□Distribution of Power

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□Education is NOT politically neutral□We decide which readings and activities

to use in class□We decide how students are to be

assessed□We decide to engage (or not engage)

students in the learning process□And so on...

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□The problem of educational inequity is one of consciousness, not only one of practice□Impossibility of implementing a

multicultural education if one doesn’t think and see multiculturally

□Even with a great curriculum, I cannot teach against racism if I am a racist

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□A single instructor cannot undo systemic inequities in a university or the larger society. □But at the very least we can make

sure we’re not replicating those inequities in our own curricula and pedagogies—our own spheres of influence.

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Morning Calisthenics

The Crosswalk

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III. Conceptualizing III. Conceptualizing Equitable EducationEquitable EducationIII. Conceptualizing III. Conceptualizing Equitable EducationEquitable Education

Contextualizing the Equitable Contextualizing the Equitable Learning EnvironmentLearning Environment

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III. Conceptualizing Equitable Education

• How do you define “inclusive education”? What does it look like?– Twos or threes– Quick report back

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Important Concepts• Equity vs. Equality• Hegemony• Deficit Theory• Master Narrative

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Important Concept #1

• Equity vs. Equality

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• Hegemony

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• Deficit Theory – See Hurricane Katrina piece

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• Master Narrative

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Approaches to Inclusive Education

1. Status Quo2. Heroes & Holidays (Additive)3. Representational Integration4. Critical Integration5. Equitable & Inclusive Education

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The Four Curricula

1. Official2. Explicit3. Implicit or “hidden”4. Null

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The Official CurriculumWhat the institution publicly tells

the world about itself• Mission statements, vision

statements, syllabi, other official and public documents

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The Explicit CurriculumWhat is purposefully taught in the

curriculum or co-curriculum• The units, lessons, readings,

assignments—that which is assessed

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The Implicit (or “Hidden”) CurriculumWhat is taught implicitly, usually

without conscious purpose, through behavior, policy, relationships, and social conditions

• Often hidden in “the way things are”--hegemony

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The Null CurriculumPart of the hidden curriculum—that

which is learned by what is omitted from the curriculum

• Ex.: sexual orientation’s omission from the “diversity requirement” policy

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For your reflection:• What are two examples of the

hidden curriculum of UW-Superior? • What are the implications of this

hidden curriculum?• Who benefits (or is protected) by

it, and who is hurt by it?

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For your continued reflection:• If I were to ask one of your

students about the hidden curriculum of your classes, what would she or he say?

• And the null curriculum?* * *

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IV. Dimensions of Equitable Education in Practice

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1. What our students bring to the classroom

4. Pedagogy

3. Curriculum content

2. What we bring to the classroom

Adapted from the work of Maurianne Adams and Barbara J. Love (2006).

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1. What Students Bring to the Classroom Past educational experiences (it’s not

always all about us) Complex identities, prejudices, biases Expectations about the roles of

students and professors Varying learning styles, intelligences,

ways of illustrating learning

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2. What We Bring to the Classroom Complex socializations, identities,

biases, and prejudices Notions about the purposes of

education and our roles as professors A teaching style, often related to our

own preferred learning styles and how we’ve been taught

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3. Curriculum Content Perspective and worldview: Whose

voices are centered, whose are “other”ed?

Is content, whenever possible, made relevant to the lives of the students?

The “hidden curriculum”? Are multicultural issues addressed

explicitly?

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4. Pedagogy Focus on critical, complex thinking and

asking critical questions Paying attention to inequity in

classroom processes Attending to sociopolitical relationships

(power and privilege) in the classroom Using authentic assessment

techniques

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V. How We Get There: Tips and Techniques for Practice

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V. The Equitable Learning Environment

Part 1: What Your Students Bring to the Classroom

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V. The Equitable Learning Environment1. What Students Bring into the Classroom

A. Find ways to challenge stereotypes (both in society and your own field)

Example: Albert Einstein as a white, male scientist who wrote very progressive essays about racism, imperialism, etc.

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B. Watch for and challenge student behaviors and relationships that reflect stereotypical roles

Example: Men assuming the lead in lab activities, women being “note-taker” in small groups

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C. Be thoughtful about how you create cooperative teams or small groups

Example: Avoid temptation to “distribute” people from under-represented groups (tokenism)

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V. The Equitable Learning Environment1. What Students Bring into the ClassroomD. Understand students’ reactions to you and

your social identities in context

Example: Even if you don’t think much about your whiteness (for example), it may mean something significant to students of color who may only rarely not have white professors

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E. Help students un-learn the ways of being and seeing that lend themselves to prejudice

Example: Dichotomous thinking, competitive nature of learning (NOTE: this also means WE have to un-learn)

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Part 2: What You Bring to the Classroom

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V. The Equitable Learning Environment2. What You Bring into the ClassroomA. Identify and work to eliminate your biases,

prejudices, and assumptions (yes, you do have them) about various groups of students

Example: Race/ethnicity, gender, religion, sexual orientation, religion, socioeconomic status, (dis)ability, first language, etc.

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V. The Equitable Learning Environment2. What You Bring into the ClassroomB. Identify and work to broaden your teaching

style (which, according to research, probably suits your learning style)

Note: Research shows that two elements most effect how somebody teaches: (1) their preferred learning style, and (2) how they were taught what they’re teaching

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V. The Equitable Learning Environment2. What You Bring into the Classroom

C. Identify and work on your “hot buttons”

Question: What are the issues that set you off to the point that you become an ineffective educator/facilitator?

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D. Provide students with periodic opportunities to share anonymous feedback

Note: Students already feeling disempowered and disconnected are not likely to approach you about your teaching or curriculum

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E. Share examples of when you’ve struggled to climb out of the box and to see the world and your field in their full complexity

Note: When we make ourselves vulnerable we make it easier for students to do the same

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F. Consider the significance of the professor/student power relationship and what this means re: student learning

Question: What might it mean to be a white male computer science professor teaching a young African American woman in a field historically hostile to African American women?

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G. Identify the gaps in your knowledge about equity issues and pursue the information to fill those gaps

Point: I cannot teach anti-classism if I’m unwilling to deal with my own classism

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H. Build the skills necessary to intervene effectively when equity issues arise

Examples: Racist joke or comment, sexual harassment, men talking over women

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I. Mind your compliments

Point: Research indicates that educators, regardless of gender, are most likely to compliment male students on their intelligence. Female students? On their appearance.

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Part 3: Curriculum Content

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V. The Equitable Learning Environment3. Curriculum Content

A. Assign tasks that challenge traditional social roles

Example: Assign men to be note-takers, women to be group facilitators

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B. Try centering the sources you previously may have used as supplements

Example: Slave narratives as central history texts instead of supplements to a more Eurocentric framing of history

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C. Avoid other-ing; weave diverse voices and sources seamlessly together instead of having separate sections or units

Example: No units on “women poets” or “Latino voices,” etc.

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D. Discuss ways people in your field have used (and continue to use) their scholarship and platforms to advocate for social justice

Examples: Leontyne Price, Howard Zinn, Stephen J. Gould, Ida B. Wells, Mark Twain

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E. Discuss ways people in your field have used (and continue to use) their scholarship and platforms to support inequity and injustice

Examples: “Science”: eugenics; “journalists”: refusal to critique Bush foreign policy during war-time; etc.

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F. Discuss the history of oppression and exclusion in your field and how this has affected knowledge bases in your field

Examples: Women and STEM fields (and law, business, etc.)

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V. The Equitable Learning Environment3. Curriculum ContentG. Vary your instructional materials as a way to

draw in students with various learning stylesSuggestion: Consider visual, tactile, aural, and

other dimensions of your instructional materials

Note: Doesn’t mean every lesson must include all of these, but that they’re distributed over the course of the semester

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H. Encourage students to raise critical questions, not only about the content itself, but about how the content is presented in educational materials

Example: Use of male anatomy as “standard”; differentiation between “American literature” and “African American literature” (and misuse of the term “American”)

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Part 4: Pedagogy

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V. The Equitable Learning Environment4. Pedagogy

A. Be very clear about how you expect students to participate (open discussion, raised hands, etc.)

Related suggestion: Avoid first-hand-up, first-called-on approach

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B. Never, under any circumstance, invalidate or allow other students to invalidate concerns of inequity raised by students from disenfranchised groups

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C. Avoid putting students from disenfranchised groups in positions to have to teach people from privileged groups about their privilege

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D. Develop your facilitation skills so that you can effectively facilitate “difficult dialogues” about racism, sexism, classism, heterosexism, etc.

Note: When these dialogues happen, be comfortable advocating for equity

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E. Design assignments that encourage students to apply what they’re learning to a human rights issue

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F. Allow students, when possible, to choose how they will be assessed (as people don’t demonstrate understanding and application in the same ways)

Example: Choice between an essay or an application project

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G. Invite a colleague to observe your teaching and provide feedback on a variety of concerns

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H. Use peer teaching, peer feedback, and other peer interactions to provide students an opportunity to learn content through a variety of lenses

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V. Applying These Ideas

The Scenarios

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Closing ReflectionClosing Reflection

Humility is the ability to see. -Terry Tempest Williams

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Thank you.Thank you.

Paul C. GorskiPaul C. Gorski

[email protected]@edchange.org

http://www.edchange.orghttp://www.edchange.org

1 inclusive pedagogy: transformative teaching & learning by paul c. gorski university of...

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