A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All
Keywords:Pedagogy, inclusion, equity, hypocognition
This article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community.
Adiche, C.N. (2009). The danger of a single story. Retrieved March 24, 2021. From Chimamanda Ngozi Adichie: The danger of a single story | TED Talk
Andreasen, F. E. (2014). Inclusion: Teachers’ perspectives and practices.
Lanham, Maryland: Rowman & Littlefield.
Bernstein, B. (1975). Class, codes, and control, vol. 3. London: Routledge and Kegan Paul.
Bourdieu, P. (1981/2003). Language and symbolic power. Cambridge,
Massachusetts: Harvard University Press.
Bronowski, J. (1973). The ascent of man. Boston/Toronto: Little, Brown and Company.
Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved 03/24/202l from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.
Davila, D. (2013). Cultural boundaries or geographic borders? Future teachers define “American” in response to My family/En mi familia. In: 62nd Yearbook of the Literacy Research Association, Altamonte springs, FLA.
Dirkx, J.M. (2012). Nurturing soul work: A Jungian approach to transformative learning. In Edward W. T, Patricia C., & Associates. (2012). The handbook of transformative learning: Theory, research, and practice. (pp.116-146). San Francisco, California: Jossey-Bass, A Wiley Imprint.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. NY: Basic Books.
Gardner, H. (1998). Foreword: Complementary perspectives on Reggio Emilia. In The hundred languages of children: The Reggio Emilia
approach-advanced reflections. Carolyn Edwards, Lella Gandini, and
George Forman (editors) (2nd ed.). Westport, Connecticut: Ablex.
Garza, C.L. (1996). In my family/En mi familia. San Francisco, CA: Children’s Book Press.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education 53(2) pp. 106 - 116.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
Giroux, H. (1988). Teachers as intellectuals: toward a critical pedagogy of learning. Granby, MA: Bergin & Garvey.
Heathfield, D. (2021).Storytelling to celebrate cultural diversity |
Teaching English | British Council | BBC retrieved March 20, 2021).
Heath, S. B. (1983). Ways with words. Cambridge: Cambridge University Press.
Herrera, S. G. (2016). Biography-driven culturally responsive teaching (2nd ed.) New York: Teachers College Press.
Hope Choi, J. (2021) Georgia promised Koreans the American dream. They got something more complicated. New York Times, March 22, 2021.
Lorde, A. (1984/2007). Sister outsider: Essays & Speeches. NY: Random House.
Messner, K. (2015). How to read a story. Illustrated by Mark Siegel. Chronicle Books.
Moll, L, Amanti, C, Neff, D., & Gonzalez. (2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and
classrooms. In Funds of knowledge: Theorizing practices in households, communities, and classrooms edited by Norma Gonzalez, Luis Moll, & Cathy Amanti. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Moran, M.J. (1998). The project approach framework for teacher education: A case for collaborative learning and reflective practice. In The hundred languages of children: The Reggio Emilia approach-advanced reflections. Carolyn Edwards, Lella Gandini, and George Forman (editors) (2nd ed.). Westport, Connecticut: Ablex.
New York Times (2021): March 22, 29, April 5.
O’Sullivan, E.V., Morrell, A., & O’Connor, M.A. (2002). Expanding the
boundaries of transformative learning: Essays on theory and praxis. New York: Palgrave.
Schmidt, P. & Lazar, A. (2011). Practicing what we teach: How culturally responsive literacy classrooms make a difference. NY: Teachers College Press.
Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Sheffield Hallam University (2021). Inclusive Practice. Retrieved 3/24, 2021 from https://blogs.shu.ac.uk/ip/inclusive-learning-principles/?doing_wp_cron=1569513255.2976078987121582031250#
Stephens, & McCallum, R. (1998). Retelling stories, framing culture: Traditional story and metanarratives in children’s literature. NY: Garland. Retrieved from https:///www.researchgate.net/publication/290789826, March 17,
StudioKnow, (2021). The 47 Eskimo Words for Snow, With Meanings Explained retrieved 3/20/2021)
Spratt, J., & Florian, L. (2015). Inclusive Pedagogy: From learning to action. Supporting each individual in the context of everybody. Teaching and Teacher Education, 49, 89-96.
Taylor, E., & Cranton, P. (2012). Reflecting back and looking forward.
In Edward W. T, Patricia C., & Associates. (2012). The handbook of
transformative learning: Theory, research, and practice. (pp. 555-573). San Francisco, California: Jossey-Bass, A Wiley Imprint.
United Nations sustainable development goals (2015).
Wu, K. & Dunning, D. (2018). Unknown unknowns: The problem of
hypocognition. In Hypocognition: Making sense of the world beyond one’s conceptual reach. Review of General Psychology, 22(1), 25–35. [PDF]
Zinn, H. (1980/2003). A people’s history of the United States: 1492-present. New York: HarperCollins Publishers.
How to Cite
So that authors and publisher may be protected from the consequences of unauthorized use of the contents published in IJME, we require, as a condition of publication, that authors assign us all rights, including subsidiary rights, to their work. This enables us to promote and distribute the contribution in professionally appropriate venues. Authors have nonexclusive license to use their work without charge and without further permission after it has been published by IJME, as long as the IJME publication is referenced.