Education 2.0 & 3.0

What does it mean to infuse equity, inclusion, and diversity into your classroom? Most importantly, what does it mean to your students to provide them with a sense of belonging? These questions aren’t easy, but they are necessary to foster an inclusive classroom and to diversify your content. From culturally responsive teaching, inclusive classroom strategies, teaching diverse learners, gender diversity, and more, we’ll cover an array of topics and strategies you can learn about and start implementing in your own courses to help students feel seen and heard. From articles, free reports, programs, seminars, and courses, this resource guide will present ideas, tools, and techniques that you can start using right away.

Via Elizabeth E Charles

In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

Via Elizabeth E Charles

You’re committed to equity and inclusion. You’ve been educating yourself about how higher ed systemically and systematically privileges some and disadvantages others, while working to create a just and equitable experience for minoritized students. Active learning pedagogies are already part of your toolbox, and you support your department’s ideas on curricular change. Still, you aren’t quite sure how to translate your commitment into further action. What’s next?

The following article identifies four pedagogical strategies for creating and delivering the equity-minded course you’re seeking. I suspect at least several of these are already familiar to you, so I’ve also included suggestions for how to extend and deepen your use of them. They are presented in no particular order; start with which ever one makes sense for you, your students, and the content you teach.

Via Elizabeth E Charles