Cal State Los Angeles
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Inclusive Pedagogy.
LOS ANGELES
Part of the Conference New Schools of Thought.
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Track Call
Oftentimes, “inclusive pedagogy” is used to refer to ways in which educators consider issues of diversity and accessibility in the classroom. True enough, educators do need to consider, support, and engage wider swathes of student backgrounds and needs—but what does it truly mean to “include” students in the learning process? This track focuses on alternative teaching methods that shift and challenge the power dynamics of the classroom to provide students more agency in their education and re-examine the role of “educator.” Examples include, but are not limited to: various methods of “ungrading” or alternative assessment that provide students different pathways for success; collaborative syllabus creation, in which students work with faculty to determine the structure, rules, and even content of the course; and “flipped classrooms,” where the time in class is used to provide students opportunities to examine, discuss, and assimilate knowledge rather than passively receive information.
Related to this are questions of identify. In recent years, the concept of “decolonizing” the classroom and curriculum has spread across higher education. In equal measure, external forces (e.g., local and state governments, parents, social media, and school administration, to name a few) have attempted to dictate what can and can’t be taught in our classrooms, often focusing on content regarding race, sexuality, and religion. Presentations on this theme are encouraged to examine uses of the classroom to explore how our own identities, and the identities of our students, can be used as assets for learning, as well as how the learning process can help support, develop, and celebrate those identities. We seek submissions that: leverage cultural knowledge, practices, and experience as valid and powerful resources; help students explore personal relationships to course content through self-initiated topics and projects; and expand the canon to better highlight and represent our ever-diversifying student body..
Key Words:
Inclusivity, Pedagogy, identity, Modes of Teaching and Learning.
Part of the Conference New Schools of Thought.
This track develops themes central to the teaching ethos at California State University, Los Angeles Cal State LA is consistently ranked among the top universities in the nation for the upward mobility of its students.. We cultivate and amplify our students’ unique talents, diverse life experiences, and intellect through engaged teaching, learning, scholarship, research, and public service that support their overall success, well-being, and the greater good. We are the premier comprehensive public university in the heart of Los Angeles and is dedicated to engagement, service, and the public good. The University is a federally designated Hispanic-Serving Institution, Minority-Serving Institution, and Asian American and Native American Pacific Islander-Serving Institution. The key partners for this conference at at Cal State are: Zachary Vernon, Associate Professor of Art (Graphic Design/Visual Communication) – Submit an abstract:
California State University, Los Angeles
About:
Key people:
Dr. Stephen Trzaskoma, Dean of the College of Arts & Letters
Dr. Linda Greenberg, Interim Chair of the Department of Music and Professor of English
Cat Haras, Executive Director of the Center for Effective Teaching and Learning
Dr. EunYoung (Elaine) Kang, Chair and Professor of Computer ScienceNew Schools of Thought – Critical Thinking & Creative Teaching
Other Tracks: Critical Thinking in Teaching and Learning >> | Representation in Creative Pedagogy: The arts, humanities and design >>
Image: Jet de la Cruz
