Inclusive Teaching is Ethical and Socially Just

Image showing scrabble letters saying equity.Image by Wokandapix from Pixabay

Inclusive teaching strives for equity in education. Equality ensures that students have equal access to resources and opportunities. Equity, on the other hand, ensures that students have what they need to become successful, to fully benefit from the resources and opportunities available to them. This includes helping students develop their academic skills and abilities, and have the motivation to succeed. Students benefit when they feel they are supported and respected in their educational journey, and when they are recognised and represented in learning materials and activities.

One important initiative that  aims for social justice in education is Liberating the Degrees, which is defined by the LTAS as “to proactively challenge the white, middle class, ableist, male-dominated curricula that are prevalent across the Higher Education sector, and to centre the work of marginalised scholars on race, sexuality, gender and disability within academia.”

To see how you might begin thinking about liberating the degrees, see this fantastic resource by Goldsmiths Library: 

From a pedagogical viewpoint, TaLIC’s work is concerned with liberating the curricula, which includes the design and selection of learning materials and activities, the organisation of the learning environment, and classroom pedagogy. If you would like to learn more about liberating the curricula and discuss how you can better engage with this initiative please contact TaLIC. 


Online Equity Rubric

“The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., implicit bias, image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles.”