“I Just Treat everyone the same”:

Moving from Equality to equity in teaching

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

Diversity Programs for the College of Arts and Sciences

dsowen04@louisville.edu

Who Are We?

• Ice breaker exercise

Introduction to Workshop

• Agenda1. Brief introduction to the workshop

• Learning objectives• Basic framework that is assumed

2. Panel discussion by students who have experienced marginalization by instructors

3. Some basic concepts of inclusive and equitable teaching

4. Discussion about applying these to teaching practice

5. Presentation by Cathy Patus regarding teaching disabled students

6. Closing questions

Learning goals

• By the end of the workshop, participants will:1) be able to explicate the difference between

equality and equity in teaching;

2) be able to critically reflect on our multiple, intersecting social identities and how those identities impact teaching;

3) understand the difference between cultural competence and cultural humility.

4) understand the basic guidelines for teaching students with disabilities.

Assumptions

1. DIVERSITY is about

valuing differences between individuals;

AND

taking into account the meanings those differences have for individual lives.

Assumptions

Social practices social identities

AND

Social identities social practices

Panel discussion

• What are student experiences of being marginalized by instructors?

Basic principles of inclusive and equitable teaching

1. Need to move from equality to EQUITY

• Equality – treating everyone the same

• Equity – treating everyone fairly in light of background conditions that define differing sets of advantages and obstacles for individuals

Basic principles of inclusive and equitable teaching

Basic principles of inclusive and equitable teaching

2. Social identity locates us in the social landscape

with the consequence that we have different privileges or disadvantages based upon our social identities

and it is critical for instructors to always be aware of how social identity affects our teaching

Basic principles of inclusive and equitable teaching

3. Develop the practice of CULTURAL HUMILITY-- More then cultural competence

Cultural competence is the knowledge and skills necessary to interact effectively with members of cultures that are different than my own.

-- Cultural Humility- Refocuses attention on how social identities are

situated differently in the social landscape (most especially my own).

- It demands that we attend to the different advantages and disadvantages that are attached to social/cultural identities

- It requires continuous critical reflection on the social landscape and how identities fit into that landscape.

How does this apply in practice?

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

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

classroom?• Do consciously seek to disrupt the reproduction of

what counts as “normal” or “different”?• Do you teach only from the dominant perspective

(the “canon”)?• Do you avoid “tokenism” that marginalizes social

identities that are outside of the dominant identities?• Do you avoid stereotypes or challenge them when

they appear?

How does this apply in practice?

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

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

perspectives, especially those that have been systematically marginalized?

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

How does this apply in practice?

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

and privilege found in many curricula?

Teaching students with disabilities

Cathy Patus

Director of the Disability Resource Center

Robbins Hall

852-6938

www.louisville.edu/disability

Discussion

• What questions do you have?

Resources

• www.edchange.org – Professional development, research and resources for diversity, multiculturalism, and cultural competence.

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