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I Just treat everyone the same: I Just treat everyone the same: Moving from Equality Moving from Equality to equity in teachingto equity in teaching

Dr. David S. OwenDr. David S. OwenAssociate Professor of Philosophy and Director of Associate Professor of Philosophy and Director of

Diversity Programs for the College of Arts and Diversity Programs for the College of Arts and SciencesSciences

dsowen04@louisville.edu

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IntroductionsIntroductions

• IntroductionsIntroductions

• What do you hope to learn today?What do you hope to learn today?

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AgendaAgenda

•1. The meaning of inclusive teaching1. The meaning of inclusive teaching•2. Three principles of inclusive teaching2. Three principles of inclusive teaching•3. Practicing inclusive teaching3. Practicing inclusive teaching•4. Closing questions4. Closing questions

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What we are talking aboutWhat we are talking about

• 1. INCLUSIVE TEACHING is about 1. INCLUSIVE TEACHING is about

• valuing the fact that valuing the fact that our students are truly our students are truly different in many waysdifferent in many ways

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What we are talking aboutWhat we are talking about

• 1. INCLUSIVE TEACHING is about 1. INCLUSIVE TEACHING is about

• valuing the fact that our students are truly valuing the fact that our students are truly different in many ways;different in many ways;

• and (more importantly)and (more importantly)

• taking into account the taking into account the meaningsmeanings those those differences have for our studentsdifferences have for our students’’ lives lives..

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Basic principles of inclusive teachingBasic principles of inclusive teaching

• Principle 1Principle 1: We need to move from equality : We need to move from equality to to equity.equity.

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• Principle 1Principle 1: We need to move from equality : We need to move from equality to to equityequity

• Equality – treating everyone the sameEquality – treating everyone the same

Basic principles of inclusive teachingBasic principles of inclusive teaching

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• Principle 1Principle 1: We need to move from equality to : We need to move from equality to equityequity

• Equality – treating everyone the sameEquality – treating everyone the same

• EquityEquity – treating everyone fairly in light of – treating everyone fairly in light of background conditions that generate differing sets of background conditions that generate differing sets of advantages and obstacles for individualsadvantages and obstacles for individuals

• This requires: This requires:

• being able to identify the structures of advantage and being able to identify the structures of advantage and disadvantage that are generated by the sociocultural disadvantage that are generated by the sociocultural background.background.

• adjusting my pedagogy to correct for these imbalances of adjusting my pedagogy to correct for these imbalances of advantage and disadvantage.advantage and disadvantage.

Basic principles of inclusive teachingBasic principles of inclusive teaching

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• Principle 2Principle 2: : •Our intersecting social identities locates each of Our intersecting social identities locates each of us, as teachers, within that background us, as teachers, within that background sociocultural landscape;sociocultural landscape;

Basic principles of inclusive teachingBasic principles of inclusive teaching

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• Principle 2Principle 2: : •Our intersecting social identities locates each of Our intersecting social identities locates each of us in the social landscape;us in the social landscape;

• with the with the consequenceconsequence that we have that we have different advantages or disadvantages based different advantages or disadvantages based upon our social identitiesupon our social identities

Basic principles of inclusive teachingBasic principles of inclusive teaching

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• Principle 2Principle 2: : •Our intersecting social identities locates each of Our intersecting social identities locates each of us in the social landscape;us in the social landscape;•with the consequence that we each possess a with the consequence that we each possess a different set of advantages or disadvantages.different set of advantages or disadvantages.•Thus, Thus, instructors need to be aware of how social instructors need to be aware of how social identities--and their associated advantages and identities--and their associated advantages and disadvantages--shape our classrooms and our disadvantages--shape our classrooms and our teachingteaching. .

Basic principles of inclusive teachingBasic principles of inclusive teaching

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Basic principles of inclusive teachingBasic principles of inclusive teaching

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• Principle 3Principle 3: : Understand how stereotyping Understand how stereotyping inevitably shapes the learning environmentinevitably shapes the learning environment..

• Implicit Bias researchImplicit Bias research

• Banaji and Greenwald, Banaji and Greenwald, BlindspotBlindspot (2013) (2013)

Basic principles of inclusive teachingBasic principles of inclusive teaching

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• Principle 3Principle 3: : Understand how stereotyping Understand how stereotyping inevitably shapes the learning environmentinevitably shapes the learning environment..

• Implicit Bias researchImplicit Bias research• Banaji and Greenwald, Banaji and Greenwald, BlindspotBlindspot (2013) (2013)

• Stereotype ThreatStereotype Threat• Steele, Steele, Whistling VivaldiWhistling Vivaldi (2011) (2011)

Basic principles of inclusive teachingBasic principles of inclusive teaching

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How does this apply in How does this apply in practice?practice?

• Teaching PracticeTeaching Practice• Do you vary instructional modes? (lecture, discussion, Do you vary instructional modes? (lecture, discussion,

group work, etc.)group work, etc.)• Do you pay attention to how power flows in the Do you pay attention to how power flows in the

classroom?classroom?• Do you consciously seek to disrupt the reproduction of Do you consciously seek to disrupt the reproduction of

what counts as what counts as ““normalnormal”” or or ““differentdifferent””??• Do you teach only from the dominant perspective (the Do you teach only from the dominant perspective (the ““canoncanon””)?)?

• Do you avoid Do you avoid ““tokenismtokenism”” that marginalizes social that marginalizes social identities that are outside of the dominant identities?identities that are outside of the dominant identities?

• Do you actively challenge stereotypes in both the Do you actively challenge stereotypes in both the curricular content and in your teaching practice?curricular content and in your teaching practice?

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How does this apply in How does this apply in practice?practice?

• Course DesignCourse Design• Do you use a variety of instructional materials Do you use a variety of instructional materials

(texts, films, popular culture)?(texts, films, popular culture)?• Is your course content representative of diverse Is your course content representative of diverse

perspectives, especially those that have been perspectives, especially those that have been systematically marginalized?systematically marginalized?

• Do you utilize a variety of assessment tools to Do you utilize a variety of assessment tools to allow students with different strengths to excel?allow students with different strengths to excel?

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How does this apply in How does this apply in practice?practice?

• Instructional MaterialsInstructional Materials• Do you vary the types of materials?Do you vary the types of materials?• Do you use materials that challenge the bias and Do you use materials that challenge the bias and

privilege found in many curricula?privilege found in many curricula?

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Further questionsFurther questions

• What questions do you have?What questions do you have?

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ResourcesResources

• www.crlt.umich.eduu -- The Center for Research -- The Center for Research on Learning and Teaching at the University of on Learning and Teaching at the University of Michigan.Michigan.

• ProjectImplicit.orgProjectImplicit.org

• ReducingStereotypeThreat.orgReducingStereotypeThreat.org

• BlindspotBlindspot

• Whistling VivaldiWhistling Vivaldi