A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All
DOI:
https://doi.org/10.18251/ijme.v24i1.2997Keywords:
Pedagogy, inclusion, equity, hypocognitionAbstract
This article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community.
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