Inclusive Teaching

Other Articles of Interest to Multicultural Faculty Developers

Anderson, James A. Cognitive Styles and Multicultural Populations. Journal of Teacher Education. 1988; 38: pp. 1-8.

Differentiates between western and nonwestern worldviews and field-dependent and field-independent learning styles and how they relate to writing styles, classroom learning, and communication.

Bean, Martha S.; Kumaravadivelu, B.; Lowenberg, Peter H. Students as Experts: Tapping the cultural and linguistic diversity of the classroom. Journal on Excellence in College Teaching. 1995; 6(2): 99-112.

The challenges of the increasingly diverse U.S. college classroom may at first seem problematic. However, when educators become aware of the broad range of cultural and linguistic behaviors that can inform their particular classroom culture, areas in which students are expert, they can not only defuse incipient tensions but also experience such diversity as a rich resource for alternative models of teaching and learning. The dynamics of the culturally diverse classroom are outlined, and strategies are proposed for reducing miscommunication and expanding understanding of different educational practices and varieties of English that may emerge in the classroom.

Brown, Brenda Gabioud. Pedagogical Reality. Paper presented at the Annual Meeting of the Conference on College Composition and Communication. 1994 Mar. Read more »

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Training for Multicultural Classroom Facilitation

Co-sponsored by Rackham School of Graduate Studies, CRLT, and The Program on Intergroup Relations, this series of six three-hour workshops provides foundational knowledge and practice in using a variety of models of group facilitation and dialogue for classroom settings. The program is usually offered once a year during Fall Term.

The program as a whole emphasizes interactive exercises, with the directors modeling and debriefing many strategies designed to elicit and engage participants in numerous forms of multicultural dynamics. The directors provide “mini-lectures” to frame exercises, lead discussions designed to elucidate core principles of multicultural teaching, and lead debriefing sessions about the goals and applications of facilitation techniques. Participants also receive short readings, handouts, templates for facilitation. Each session concludes by reviewing the mechanics of facilitation used during that afternoon.

The program is intended for GSIs who are teaching multicultural content, who want to enhance their ability to engage their students' social backgrounds, or who want to enhance their ability to teach students to work productively with diverse others. Participants will provide a brief statement of purpose before the start of the program. They will receive a certificate of training after completing all six sessions; no partial credit is available.

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Creating Inclusive College Classrooms

Shari Saunders and Diana Kardia Read more »

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