Diversity and Inclusion
Guideline: The educational experiences of all students are enhanced when the diversity of their experiences are acknowledged, valued, and drawn on in learning and teaching approaches and activities. Create an inclusive classroom environment by considering: diversity of students (racial, ethnic, gender, socio-economic, as well as academic); diversity of pedagogy: and diversity of content.
Diversity applies to a number of aspects of student identity, including race, ethnicity, class, gender, sexuality, age, and political and religious beliefs…teaching and learning practices…should celebrate diversity and be inclusive of student identities. This means giving thought to the attitudes, beliefs and expectations of students as individuals, and considering how these influence their approaches to learning and their interactions with yourself and with peers in the design of curricula, in the translation of curricula into day-to-day teaching and learning, and in the assessment of learning, every effort should be make to be aware of student diversity and to devise experiences that allow all students to participate equally and to benefit equally.
James, R. H. and G. Baldwin (1997). Tutoring and demonstrating: A guide for the University of Melbourne, Centre for the Study of Higher Education, University of Melbourne.
A racially and ethnically diverse university student body has far-ranging and significant benefits for all students.
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Diversity of Pedagogy
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bell hooks (1994). Teaching to Transgress: Education As the Practice of Freedom, Routledge Press.
Annie Howell and Frank Tuitt (2003) Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms.
Maralee Mayberry (1998). “Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and Feminist Pedagogy in Science Education”, Journal of Research in Science Teaching, Vol. 35, No. 4, PP. 443–459.
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