Why should we teach inclusively?

The key arguments for teaching inclusively have combined an element of social justice (Gale & Tranter, 2011, Hocking, 2010, p.2, Walker, 2003,) with an element of pragmatic reaction to political necessity.

In the last 50 years or so, governments in many countries have sought to harness the benefits of education for the national good ([Strathdee, 2011, p.28, Walker, 2003, p.171,) and as part of that goal have also sought (more or less successfully) to both increase and diversify access to university education. In addition to these domestic factors, various pressures; economic, educational and social have created a global market in education which has also contributed to a reconsideration of the nature of university teaching practice (Brookes & Becket, 2011, Holmes, 2006, Summers & Volet, 2008).

The pragmatic argument states: these students are here, in front of us, our former practices no longer work as well, teaching is becoming more stressful and unsatisfactory for teacher and taught.

The social justice argument runs: a university education has been developed by and for the socially privileged, not only does that mean that the socially privileged find it easy to access; it has also been developed in ways that they find inherently comprehensible and accessible. Less socially privileged members of society should both have access to a university education and that education should be comprehensible and accessible to them. This will lead to a society that is more just and fairer and this is, in itself, so the argument runs, desirable.

In some situations, including New Zealand, there is also a rights based argument grounded in legal considerations. The Treaty of Waitangi should ensure that Maori in New Zealand have access to university in a socio-culturally appropriate manner, and the fact that New Zealand is a signatory to the UNHCR 1951 Convention on Refugees means that we have agreed that refugees should be treated “as favourably as possible” in the area of education. It could well be argued that the Convention obliges New Zealand universities to make sure that refugee background students are also able to access a socio-culturally appropriate university education.

Each person, teaching in a university environment, will have to think about their own response to the call for inclusive teaching and make their own judgement about whether and how to pursue it. This resource, offers some ideas about how that can be done. It incorporates comments from students and teaching staff at VUW about their ideas about inclusive teaching.

When staff were asked about why they they were inclusive teachers, a key theme was the notion of self-awareness and a belief that being an inclusive teacher developed out of your direct personal experience.

Perhaps because I come from overseas and because I work with indigenous people I’m particularly aware of issues of diversity and positionality. Marcela Palomino-Schalscha, Lecturer

I would say that one of my goals … is to be an inclusive teacher and I think that developed, in part, out of my own experience as an international student at secondary and tertiary level in New Zealand. [Sashi Meanger, Adjunct Professor, School of Management]

I’m thinking about the students who don’t participate; I want to include them … it comes from the way I’ve been raised. Although Samoan children and young people don’t play an active role in extended family and immediate family decisions they are still a part of the process, they’re there, they’re included, everyone has a role. Sadat Muaiava, Lecturer

However, although direct experience might be one reason for thinking about inclusive teaching, it is not the only reason that teaching staff became interested in the issue. Respondents also emphasised that self-awareness was a key part of being a good teacher and that this often led to inclusive teaching as well.

You need to be self-reflective and to have an open mind. You need to figure out what your ethos is. … You need to know who you are as an individual, as a teacher. Cherie Chu, Programme Director BA Educ

Overall, I think one of the most important aspects of being able to build a good relationship with your students is that you need to be self-aware. This is a really important part of being a good teacher in general. Tai Ahu, Assistant Lecturer

You need to examine your own biases, assumptions and be upfront about them. Chris Bowden, Lecturer

For some teaching staff, being an inclusive teacher was simply part of being a good teacher.

I think teaching is all about creating an environment in which people with young minds can feel empowered and facilitated to learn and explore. That should be the nature of tertiary education and in order to do that facilitation you have to be inclusive. Professor Warwick Murray

I place a lot of emphasis on my teaching and, for me, part of being a good teacher is being inclusive. Grant Morris, Senior Lecturer

I want students to respond to my teaching and to engage with the ideas and in order for that to happen I need to be inclusive. Sara Kindon, Senior Lecturer

Universal design

One of the underlying assumptions of this resource is the concept of universal design. Drawn from the field of architecture and design, the concept of universal design suggests both that it is easier and cheaper to consider the needs of all users at the design stage before a building is built; it is easier for instance to design wheelchair accessible access as part of the original design rather than build stairs and then have to fit a ramp in somehow, and that design changes undertaken with one specific group in mind, often turn out to be more widely beneficial. In a teaching context for instance, providing audio material as well as reading resources might be beneficial not only to students with impaired sight, but also to students who are dyslexic, and to international students still mastering academic English. This Australian resource provides links to sources covering various aspects of UD.