Intercultural and inclusive teaching intentionally creates conditions for meaningful student participation and learning achievement. The following definitions capture the range of competencies needed for intercultural and inclusive teaching:
The ability to “interact with students in a way that supports the learning of students who are linguistically, culturally, socially, or in other ways different from the instructor or from each other.” (Dimitrov & Haque, 2016)
The ability to “create a learning environment where all students feel that their differences are valued and respected, have equitable access to learning and other educational opportunities, and are supported to learn to their full potential.” (Inclusive Teaching @ UBC)
Reflecting on your own educational practices is central to intercultural and inclusive teaching. When you reflect on your approach to planning and delivering instruction, consider whether any of your practices could be perceived as exclusionary to some students. In your courses, do you model openness to diverse perspectives and ways of knowing?
Faculty Guidance and Support
Canadore College and the Academic Centre of Excellence (ACE) work with other service departments (First Peoples’ Centre and International) to provide professional development and training. ACE also can support faculty in applying best practices for intercultural and inclusive teaching in the planning and delivery of instruction.
The following links can help you get started: