Our CTL conceptualizes inclusive teaching as an umbrella term referring to many equity-oriented pedagogical frameworks, such as Universal Design for Learning, anti-racist pedagogy, and social justice teaching. We offer this guide as a point of entry for instructors seeking to reflect on their teaching process and outcomes and explore new possibilities in teaching.
The classroom remains the most radical space of possibility in the academy - bell hooks, Teaching to Transgress: Education as the Practice of Freedom
As global tragedies and crises become more hypervisible in our increasingly connected world, it is increasingly likely that students in your class(es) are, in some way, impacted by current local, national, or global events.
Scholars at the intersections of Education, Ethnic Studies, Black and African American Studies, and Women’s/Gender Studies have theorized several approaches to advancing racial justice in higher education teaching in the United States.
Centering disability seeks to identify and disrupt the systemic influences of ableism and intersectionality, as well as other systemic barriers that lead to the exclusion and discrimination of people with disabilities.
Nontraditional students hold valuable life experiences that go beyond the typical college years, while transfer students arrive with academic credits from other institutions, eager to finish their degrees at UC Berkeley. When these diverse pathways converge at UC Berkeley, they enrich our community...
International and multilingual students enrich our classrooms and campuses with invaluable knowledge, diverse perspectives, and rich lived experiences, challenging educators to adopt inclusive and equitable practices.
Gender-just teaching, or teaching that seeks to advance gender justice, draws on feminist and transgender educational frameworks that center the experiences of students marginalized on the basis of gender.
