Creating the Inclusive Classroom

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Creating the Inclusive Classroom
A presentation by Patrick J. Ashton,
Ph.D. Department of Sociology Peace and Conflict
Studies
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Who are our students?

• What do we know about them?
• What do we assume about them?
• e.g., What do you know about me?

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Which of the following statements about me is
FALSE?

1. Almost no one in my extended family has attended
   college.
2. Some of my family members are black and some are
   white.
3. Some of my family members are gay and some are
   straight.
4. I am divorced and remarried.
5. I was a baseball umpire for a decade.

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Personal identity is like an iceberg

• so beware of generalizations based on surface
  characteristics.

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The Paradox of Diversity

• Unique individuality
• We want to recognize the unique individuality of
  each student, facilitate their unique
  contribution, and foster their unique individual
  success.
• Collective identity
• We can only do so effectively by paying attention
  to collective social identities that impact
  individual contributions and success.

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An identity exercise
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Which man is a terrorist?
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1
3
6
4
5
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Which man is a terrorist?
Jose Ramos-Horta Nobel Peace Prize 1996
Naquib Mahfouz Nobel Lit. Prize 1988
V.S. Naipaul Nobel Lit. Prize 2001
Chandrasekhara Venkata Raman Nobel Physics Prize
1930
Oscar Arias Sanchez Nobel Peace Prize 1987
Saif al-Adel Member Al-Qaeda
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Which man is a serial killer?
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2
1
4
5
6
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Which man is a serial killer?
Gao Xingjian Nobel Lit. Prize 2000
Sir Arthur Lewis Nobel Econ. Prize 1979
Ted Bundy Killed at least 28
Wole Soyinka Nobel Lit. Prize 1986
Czeslaw Milosz Nobel Lit. Prize 1980
Kim Dae-Jung Nobel Peace Prize 2000
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We must challenge ourselves to overcome
stereotypes

• Stereotype a distorted, usually exaggerated
  view of some group characteristic and the
  automatic assumption that each and every member
  of the group possesses this characteristic.
• A situation defined as real is real in its
  consequences.
• W.I. Thomas
• Perception is reality.

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We must foster diversity by recognizing and
celebrating collective identities
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Inclusive Classroom Practices

• Learn each students name.
• and learn each one properly.
• Seating
• Make a conscious choice about room arrangement.
• Content
• Use diverse names and situations in examples.
• Process
• Be clear about your purpose and intentions.
• Accommodate various learning styles.
• e.g., provide for visual or kinesthetic responses
  and learning experiences.

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Inclusive Classroom Practices

• Foster civility
• Statement on your syllabus
• Ground rules for discussion
• Use active listening techniques, esp.
  paraphrasing
• Use conflict as a teaching opportunity