Teaching for Inclusion Workshop Series

Description

At a time when equity, diversity, inclusion, and decolonization (EDI-D) are being increasingly recognized as important to creating positive learning environments for all students (and all faculty), it seems important to ask what it means to “teach for inclusion.” As faculty, we may not even know if students in our classes are feeling excluded – from our own class discussions, perhaps, but also in terms of a larger sense of not “belonging” at university.

In this series of workshops, we will look at particular groups that might fall under the broad label of “equity deserving.” Topics will include such things as teaching Indigenous students and including Indigenous materials and perspectives in the classroom, teaching trans and non-binary students and including trans and non-binary materials and perspectives (rather than getting stuck on the pronoun issue), teaching differently abled students and including (dis)ability issues and perspectives in the classroom, teaching Black students and including Black issues and perspective in the classroom… While we have opted to organize the workshops topic by topic, we are also committed in every workshop to also recognizing how intersectionality influences experiences of inclusion and exclusion.