Book Review: What Inclusive Instructors Do
Bethany Powers, Assistant Professor of Education & Julia Kirk, Assistant Professor of Education, Lincoln Memorial University
KEY DETAILS
Title of Resource: What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching
Authors of Resource: Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, and Mallory E. SoRelle
Publisher of Resource: Stylus Publishing, LLC.
Find It Here: Better World Books; Bookshop.org
Intended Audience: Everyone aiming to engage in the ongoing process of inclusive instruction, specifically faculty, staff, and administration in the college classroom.
OVERVIEW
Addy et al. (2021) captured a timely and extraordinarily comprehensive resource for unpacking inclusive teaching across different disciplines and institutional contexts. No stone was left unturned in connecting the practices shared in the research on why and how those practices support inclusion. This book helped bridge the gap between inclusive theory and practice with practical, adaptable guidance which was informed by a national faculty survey and integrated with evidence from the educational literature.
Addy et al. (2021) described what inclusive instructors do in Part One of the book. Inclusive Instructors:
- consider student diversity as an asset and not a deficit
- mitigate the harms of stereotype threat and affirm student identities
- recognize and understand the diverse attributes of their students
- take ownership over fostering an inclusive learning environment and accept their own limitations
- intentionally design courses with a mindset of inclusion and empathy
- teach the whole student
- espouse a learner-centered and growth mindset
- foster classroom environments where diverse learners feel a sense of belonging and utilize equitable teaching approaches
- understand inclusive teaching can significantly reduce achievement gaps between students of diverse demographic backgrounds and enhance general well-being
- utilize various frameworks such as multicultural education and culturally relevant and responsive pedagogy
Addy et al. (2021) provided the practices of inclusive teaching in Part Two of the book. Inclusive Instructors:
- encourage everyone to play a role in the learning process
- gives every student the tools they need to succeed
- ensures the course syllabi includes: clear expectations, multiple modalities for learning, transparency in assignments, and rationale for pedagogical choices
- intentionally creates a welcoming classroom environment by acknowledging student differences, encouraging equitable participation, and building positive relationships both inside and outside of the classroom
- strives to use assessment measures that are fair and unbiased
- continually seeks feedback from their students to modify and improve teaching thank you approaches
- reestablishes a welcoming environment after a violation or disruption occurs by using conflict resolution approaches and community building practices
Addy et al. (2021) explained how to develop and sustain an inclusive culture in Part Three of the book. Moving toward excellence in inclusive instruction necessitates more than a public statement. There should be evidence of commitment (e.g., goals, strategic plans describing how you or the institution supports the learning of a diverse student body, financial commitment to inclusive teaching efforts, and the integration of inclusive teaching in institutional reward systems.)
REVIEW
The researchers began the book by allowing instructors to define what inclusive teaching meant to them (Addy et al., 2021). The definition that impacted me most was stated as follows, “Inclusive teaching involves practices that help learners perceive and/or increase their perception that they belong and that their cultural and life experiences are valued in their present learning contexts.” From the countless definitions Addy et al. collected, two themes emerged from the definitions -- the instructors’ inclusive teaching involved designing learning environments that are a) equitable, where all students have the opportunity to reach their potential, and b) welcoming, and fostering a sense of belonging.
Addy et al. (2021) explained to create a welcoming environment where everyone feels welcome and valued, instructors must be proactive and/or intervene when undesirable behaviors occur. Some undesirable behaviors mentioned in the book were microaggressions, micro-assaults, microinsults, and microinvalidations, all of which were insulting and insensitive. Addy et al. defined microaggressions as, “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.” Addy et al. emphasized that if instructors allowed aggressions of any kind to go unaddressed in a course, whether online or face to face, it could be damaging to the learning environment.
Addy et al. (2021) covered many practical strategies about how to be an inclusive instructor. One strategy that stood out most to me most was the RAVEN method (pp. 35-36). Addy et al. utilized RAVEN as an acronym to remind instructors how to intervene when a microaggression, or any insulting behaviors, occurred within the learning environment. RAVEN involved redirecting the conversation, asking clarifying questions, clarifying values, emphasizing thoughts and feelings, and discussing next steps (Wood & Harris, 2020). Addy et al. emphasized how inclusive instructors do not shy away from these difficult conversations and are proactive in promoting belonging in their classrooms by directly addressing microaggressions. As Brene Brown (2021) best stated, “What stands in the way becomes the way.”
The researchers declared, “In instances where harm is done, inclusive instructors recognize they are responsible for making amends” (Addy et al., 2021, p. 95). Addy et al. (2021) mentioned other practices to create and sustain a welcoming learning environment were: active and cooperative learning approaches, multiple modalities of learning (e.g., auditory, visual, kinesthetic, reading/ writing), conflict resolution, restorative practices, restorative circles, active listening, wait time, reflection time, and modeling calm breathing). Educators can utilize this resource when planning, teaching, assessing, or reflecting on best inclusive practices in the college classroom.
CONNECTED RESOURCES TO EXPLORE
Brown, B. (2021). Atlas of the Heart. Random House.
Center for Creative Leadership. (2023, May). Create an inclusive EDI culture by taking a systemic approach to workplace culture change. https://www.ccl.org/articles/leading-effectively-articles/create-real-workplace-culture-change-with-a-systemic-approach-to-equity-diversity-inclusion/
Weissberg, R. P., Durlak, J.A., Domitrovich, C.E. & Gullotta, T.P. (2015). “Social and emotional learning: Past, present and future.” In J.A. Durlak, C.E. Domitrovich, R.P. Weissberg and T.P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). Guilford Press.
