1 I Just treat everyone the same: Moving from Equality to equity in teaching Dr. David S. Owen Associate Professor of Philosophy and Director of Diversity Programs for the College of Arts and Sciences

2Introductions IntroductionsIntroductions What do you hope to learn today?What do you hope to learn today?

3Agenda 1. The meaning of inclusive teaching1. The meaning of inclusive teaching 2. Three principles of inclusive teaching2. Three principles of inclusive teaching 3. Practicing inclusive teaching3. Practicing inclusive teaching 4. Closing questions4. Closing questions

4 What we are talking about 1. INCLUSIVE TEACHING is about1. INCLUSIVE TEACHING is about valuing the fact that our students are truly different in many waysvaluing the fact that our students are truly different in many ways

5 What we are talking about 1. INCLUSIVE TEACHING is about1. INCLUSIVE TEACHING is about valuing the fact that our students are truly different in many ways;valuing the fact that our students are truly different in many ways; and (more importantly) and (more importantly) taking into account the meanings those differences have for our students ’ lives.taking into account the meanings those differences have for our students ’ lives.

6 Basic principles of inclusive teaching Principle 1 : We need to move from equality to equity. Principle 1 : We need to move from equality to equity.

7 Principle 1 : We need to move from equality to equity Principle 1 : We need to move from equality to equity Equality – treating everyone the sameEquality – treating everyone the same Basic principles of inclusive teaching

8 Principle 1 : We need to move from equality to equity Principle 1 : We need to move from equality to equity Equality – treating everyone the sameEquality – treating everyone the same Equity – treating everyone fairly in light of background conditions that generate differing sets of advantages and obstacles for individualsEquity – treating everyone fairly in light of background conditions that generate differing sets of advantages and obstacles for individuals This requires:This requires: being able to identify the structures of advantage and disadvantage that are generated by the sociocultural background.being able to identify the structures of advantage and disadvantage that are generated by the sociocultural background. adjusting my pedagogy to correct for these imbalances of advantage and disadvantage.adjusting my pedagogy to correct for these imbalances of advantage and disadvantage. Basic principles of inclusive teaching

9 Principle 2 : Principle 2 : Our intersecting social identities locates each of us, as teachers, within that background sociocultural landscape;Our intersecting social identities locates each of us, as teachers, within that background sociocultural landscape; Basic principles of inclusive teaching

10 Principle 2 : Principle 2 : Our intersecting social identities locates each of us in the social landscape;Our intersecting social identities locates each of us in the social landscape; with the consequence that we have different advantages or disadvantages based upon our social identitieswith the consequence that we have different advantages or disadvantages based upon our social identities Basic principles of inclusive teaching

11 Principle 2 : Principle 2 : Our intersecting social identities locates each of us in the social landscape;Our intersecting social identities locates each of us in the social landscape; with the consequence that we each possess a different set of advantages or disadvantages.with the consequence that we each possess a different set of advantages or disadvantages. Thus, instructors need to be aware of how social identities-- and their associated advantages and disadvantages--shape our classrooms and our teaching.Thus, instructors need to be aware of how social identities-- and their associated advantages and disadvantages--shape our classrooms and our teaching. Basic principles of inclusive teaching

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13 Principle 3 : Understand how stereotyping inevitably shapes the learning environment. Principle 3 : Understand how stereotyping inevitably shapes the learning environment. Implicit Bias researchImplicit Bias research Banaji and Greenwald, Blindspot (2013)Banaji and Greenwald, Blindspot (2013) Basic principles of inclusive teaching

14 Principle 3 : Understand how stereotyping inevitably shapes the learning environment. Principle 3 : Understand how stereotyping inevitably shapes the learning environment. Implicit Bias researchImplicit Bias research Banaji and Greenwald, Blindspot (2013)Banaji and Greenwald, Blindspot (2013) Stereotype ThreatStereotype Threat Steele, Whistling Vivaldi (2011)Steele, Whistling Vivaldi (2011) Basic principles of inclusive teaching

15 How does this apply in practice? Teaching Practice Teaching Practice Do you vary instructional modes? (lecture, discussion, group work, etc.)Do you vary instructional modes? (lecture, discussion, group work, etc.) Do you pay attention to how power flows in the classroom?Do you pay attention to how power flows in the classroom? Do you consciously seek to disrupt the reproduction of what counts as “ normal ” or “ different ” ?Do you 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 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 “ tokenism ” that marginalizes social identities that are outside of the dominant identities? Do you actively challenge stereotypes in both the curricular content and in your teaching practice?Do you actively challenge stereotypes in both the curricular content and in your teaching practice?

16 How does this apply in practice? Course Design Course Design Do you use a variety of instructional materials (texts, films, popular culture)?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?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?Do you utilize a variety of assessment tools to allow students with different strengths to excel?

17 How does this apply in practice? Instructional Materials Instructional Materials Do you vary the types of materials?Do you vary the types of materials? Do you use materials that challenge the bias and privilege found in many curricula?Do you use materials that challenge the bias and privilege found in many curricula?

18 Further questions What questions do you have?What questions do you have?

19Resources -- The Center for Research on Learning and Teaching at the University of Michigan. -- The Center for Research on Learning and Teaching at the University of Michigan. ProjectImplicit.orgProjectImplicit.org ReducingStereotypeThreat.orgReducingStereotypeThreat.org Blindspot Blindspot Whistling Vivaldi Whistling Vivaldi