Addressing Common Obstructions to Inclusive Teaching
Overview
This resource guide, adapted from Harvard’s Christensen Center for Teaching & Learning, reviews potential “obstructions” instructors may have when it comes to creating an inclusive environment and suggestions on how to address them. As instructors, we must constantly examine our pedagogical practices and self-reflect on practices that hinder inclusivity in the classroom. While we may make mistakes, and that is expected, we can still make proactive efforts to limit them. As instructors looking to build an inclusive classroom, it is vital to ensure that all students are recognized in the classroom but that we do not single any one student or group out for instructional purposes.
Inclusive teaching is not just about adhering to certain guidelines or principles, but it is an active mindset and approach to instruction. It requires that instructors take on the mindset of accessibility, inclusivity, and equity. This resource guide offers practical steps one can take immediately to foster a more inclusive environment.
Resource Goals:
- To provide instructors with potential obstructions to inclusive teaching that may come up while instructing.
- To encourage instructors to constantly consider how they can improve inclusivity in their classroom.
