Abstract
We consider inclusive excellence (IE) initiatives and approaches to developing inclusive pedagogies at a predominantly white institution (PWI). Preparing the next generation of college graduates in a complex 21st century global classroom in the context of a binational university requires a pedagogical shift to recalibrate one’s practice. The program uses a qualitative methodology to address two research questions: (1) how does inclusive excellence (IE) permeate NU policies, resources and programs? and (2) how do core principles of the framework support inclusive pedagogies? Data sources include research, DEI climate survey and focus groups. We present various frameworks to illustrate human diversity in education, as well as provide conceptual understanding of approaches to integration of multicultural content and global perspective in the curriculum. We also share insights into approaches to practicing intercultural competence. Frameworks examined include the Inclusive Excellence, the Developmental Model of Intercultural Sensitivity (DMIS), the Culture Learning Process, the Knowledge Typology, the Framework for Integration of Multicultural Content (CATS), as well as the Framework for An Attainable Global Perspective. The implications for examining these models consist of deeper understanding of our limitations, the challenges to our practice and an opportunity for personal and professional transformation in an increasingly diverse society and college classroom. A faculty vision informed by equity pedagogy rich with approaches to inclusive and innovative teaching that transcend bias to make diversity functional in our practice benefits all students.
Presenters
Haoua HamzaAssociate Professor, College of Education, Niagara University, New York, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
GLOBAL PERSPECTIVE, INCLUSIVE EXCELLENCE, INTERCULTURAL COMPETENCE INCLUSIVE EDUCATION, PEDAGOGY
