Welcome to the inclusive teaching webpage of our faculty. At Humanities, we value an inclusive learning environment where all students are supported to realize their full potential.
While teaching staff often learn on the job, diversity and inclusion is a crucial and sensitive area that cannot be left without guidance. Inclusive teaching strives to serve the needs of all students, regardless of background or identity. It builds upon a lecturer’s instinct to ensure that all students can participate fully in the learning process, whilst expanding perspectives through stimulating discussion and new approaches to traditional and contemporary issues.
University lecturer International Relations (Institute for History)
For me, inclusive teaching requires constantly rethinking my own ideas of pedagogy. To a certain extent, teaching requirements differ from course to course. So, flexibility is key. But at the same time, it is equally important to be attentive to the needs of all students in the classroom. It requires thinking through one’s own blind spots as a teacher that are ideological, experiential and/or embodied.
Inclusive teaching entails having a greater repertoire of tools available and avoiding any dogmas – including that technology necessarily makes education more inclusive.
It also implies listening to more voices in the classroom and bringing in diverse voices from the outside. Eventually, the job of the teacher is not to convince the student of a perspective but to alert them to a wider range of perspectives. Finally, a good teacher, I have learnt in these years, knows how to navigate awkward silences in the classroom.
Lecturer (Centre for Linguistics)
Inclusive teaching to me is respect for everyone and access to learning for everyone, regardless of a student’s background or abilities. The teaching material should also reflect this; it should approach topics from multiple perspectives representative of not just one culturally dominant group.
I try to foster a learning environment in which students of different backgrounds and abilities feel safe to participate and feel comfortable to let me know what I can do to meet their needs. I think an important way I try to do this is by showing students that I am open to everyone’s comments and feedback in class. I let my students know that I try to cater for their needs as much as possible but that they should feel free to approach me if there is anything I can do to help them or adapt my classes in any way.
Leiden University offers several teacher training courses that specifically focus on teaching inclusively. They are essential in creating more awareness and providing the necessary tools for an inclusive classroom. I must confess that I mostly became more sensitive to diversity in the classroom through experience, and I am still learning to become a more inclusive teacher. I do think, however, that the latter is vital. You need to keep monitoring yourself as a teacher; what implicit biases do I have as a teacher? How can I address them? What can I do or say in my classes to make them accessible to a diverse group? Lastly, as teachers, we set an example and provide role models to students. Therefore, diversity amongst the staff is essential so that students of various backgrounds and abilities will see themselves represented in some way. If you ask me what could be done more, look into a hiring policy that facilitates diversity.
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